The HolocaustA Thematic UnitBy Jake Larsh

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Standards

Comprehension Strategies

Assessment

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Overall Question

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Just Comprehension Strategies

Summarizing Strategies

Questioning Strategies

Connections Strategies

Predictions/Inference Strategies

Vocabulary Strategies

Monitoring Comprehension Strategies

In-Depth Strategies

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Standards B.12.1 Explain different points of view on the

same historical event, using data gathered from various sources, such as letters, journals, diaries, newspapers, government documents, and speeches

C.12.15 Describe and analyze the origins and consequences of slavery, genocide, and other forms of persecution, including the Holocaust

E.12.1 Use computers to acquire, organize, analyze, and communicate information.

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Summarizing StrategiesStrategy: Language Approach Plus

Comprehension Area: Organizing/Sculpting/Summarizing Strategies

Literature Source:MeinKampf, Adolf Hitler p. 293-296

Objective: The students will read the excerpt and develop a paragraph sentence by sentence to summarize the main ideas.

Overview: Students will write sentences in groups or as a whole class, guided by their teacher, to make a cohesive paragraph. All the while they will focus on their use of words, modifying and changing sentences and words the build their academic funds of knowledge.

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Summarizing StrategiesStrategy: Reading Logs

Comprehension Area: Main Idea Summarizing

Literature Source: Diary of Anne Frank

Objective: Students will reflect upon 2-3 of the main points in five of the journal entries, summarizing what happened in the particular entry and reflecting it in their own reading log.

Overview: Students will pick five journal entries by Anne Frank, and write 2-3 of the main points in their own journal. They will then reflect on these main points, putting themselves in the shoes of Anne Frank.

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Connections StrategiesStrategy: Conversations Across Time/What are my rights?

Comprehension Area: Making Connections/Connecting to Background Knowledge

Literature Source: Jim Crow Laws, Nuremberg Laws, First Amendment

Objective: The goal of this activity is for the student to connect, TTT, TTW, TTS, between different sources of literature.

Overview: The students will read the three short sources of literature and connect the Jim Crow Laws of the 1800s onward with the Nuremberg laws of the 1930s in Germany. They will then fill out a chart stating what rights were given up for African Americans, Jews, and Germans. Through guided instruction they will notice the curfew laws between the two law texts and will discuss curfew within the community. Comprehensi

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Connections StrategiesStrategy: The 5 Senses

Comprehension Area: Connecting to Background Knowledge

Literature Source:Night by ElieWeiselp22-32

Objective: The goal of this activity is to take the five senses to get a picture of what the students know prior to reading. It will activate prior knowledge and paint a picture before reading.

Overview: Students will look at a book excerpt and write the five senses in terms of being a Jew in the excerpt, and then do another one on the perspective of the Nazi. I will give my students the picture through Elie’s eyes (this particular one is of him seeing the Nazi’s throwing babies into a fire).

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Vocabulary StrategiesStrategy: Word Map

Comprehension Area: Vocabulary/Understanding and Remembering Words

Literature Source: www.ushmm.org/outreach/racism.htm

Objective: Students will be given either a list of terms or make their own list of terms (whatever they deem important to the text) and define the term by an antonym, synonym, and a picture that represents that word.

Overview: Students after, before, during reading the short excerpts will receive a list of key terms and with a word map will define each term by a definition, synonym, antonym, and picture of that term. This will get the student to put the term in different contexts. Take for instance: Aryan I would define it, give White Supremacy as a sort of Synonym, Jewish as an Antonym then draw a blond haired blue-eyed person.

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Vocabulary StrategiesStrategy: Swat

Comprehension Area: Vocabulary/Location

Literature Source: http://www.jewishvirtuallibrary.org

Objective: Students will get familiar with European Countries in WWII and as they relate to the Holocaust.

Overview: In history it is very important to get attune to the geography of where events take place. The teacher will project maps on an over head on a blank wall and give students a flyswatter. The teacher will then say a place like, “Germany” and students will swat Germany. This is a great technique for getting students familiar with the land associated with the Holocaust.

To Prediction Strategies

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Predictions/Inference Strategies

Strategy: Anticipation Guide

Comprehension Area: Making Inferences and/or Predicting

Literature Source:**http://www.ushmm.org/wlc/article.php?

lang=en&ModuleId=10005143**

Objective: The students will assess what they know and what they "think" they know about the Holocaust and use this sheet as a prereading/during reading activity.

Overview: The students will go to this website and read the article. They will recieve the Anticipation Guide before-hand and will mark off statements of what they agree to be true or agree to be false. This article along with guidance from the teacher will get them thinking about a lot of the "media" surrounding the Holocaust. For example the figure of six million. People assume it is 6,000,000 Jews when in fact its more Poles than Jews.

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Predictions/Inference Strategies

Strategy: Cartoon Inferences

Comprehension Area: Making inferences

Literature source:http: www.calvin.edu/academic/cas/gpa/ww2era.htm

Objective: Students will use political cartoons and make prediction of the authors' message and viewpoints, and will be able to discuss what prior knowledge they needed to understand the cartoon and make the inference.

Overview: The teacher will go to this website under the visualization section and click on some of the posters/political cartoons distributed throughout the Nazi era. Students will study 5-10 of these and discuss what prior knowledge they need, what the author’s purpose of the time was, and infer what the various propaganda means in respect to the Holocaust.

To Questioning Strategies

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QuestioningStrategies

Strategy: Question Starters

Comprehension Area: Questioning

Literature Source: Denying the Holocaust : the growing assault on truth and memory

Objective: The goal of this activity is for students to question Holocaust denial, and examine if they themselves could really believe this argument,

Overview: Students will formulate questions based on the text in two domains: good questions, and great questions. They will ask both types. Good questions are questions that are definitive and require a 1 sentence/word answer. Great questions require at least 3-5 sentences of thought.

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QuestioningStrategies

To Monitoring Strategies

Strategy: Questioning the Author

Comprehension Area: Questioning

Literature Source: Remarks by Governor Gray Davis at the Holocaust Remembrance Day Commemoration. (2003, January 10). Essential Speeches

Objective: The goal of this activity is for students to question the author of this speech and discuss his view points on the Holocaust.

Overview: Students will question the author in terms of his arguments on hate and evil and form their own opinions on the truths of hate and evil as found in the Holocaust. They will look at specific events described in class and decide the overall question: Was this an act of hatred or indifference?

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Monitoring Comprehension Strategies

Strategy: Why Why Why Chart Comprehension area: Monitoring Comprehension Literature Source: Pringle, H. (2007, April). Himmler's Utopia. (Cover story). World War II, 22(1), 28-35. AND an SS ringObjective: Students will try to get into the minds of those controlling the Holocaust events: The SS. They will question the motives of Himmler, Hitler’s right hand man and look at the origins of his beliefs about Jew and Christianity in general.Overview: Students will first have a chance to pass around an SS ring that I have. The date of this particular SS commander swearing an oath to Himmler is inscribed on the inside of the ring. Student will then be posed the question, “Why does this ring exist?” They will then read about Himmler’s utopian ideal and the Holocaust and ask the question why…a million times…to get to the bottom and origins of Himmler’s ideal.Comprehensi

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Monitoring Comprehension Strategies

Comprehension Menu

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Strategy: Reciprocal TeachingComprehension area: Monitoring Comprehension Literature Source: http://www.paloaltoonline.com/news_features/centennial/1960SC.phpObjective: Students will teach each other about the Holocaust, each taking turns in groups to talk about certain aspects of the HolocaustOverview: Students will discuss the events of the Holocaust and the underlying conditions of the Holocaust. They will examine in particular the conditions of what made the Nazi state. They will then look at the US today and formulate an argument on whether this could happen here. They will read the article and discuss the repercussions.

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Resources

Textbook

Vocabulary

Fiction Books Non-Fiction Books

Webquest

Magazine Articles

Video Media

Websites

To Textbook

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Textbook

Spielvogel, Jackson J. World History. New York, New York: McGraw Hill Glencoe, 2005.

To Webquest Resources

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Webquestwww.home.sullivan.k12/us/teacher/lawson/webholocaust.htm

This Webquest seems like it would be very informative for upcoming teachers and students. It follows the events from the Third Riech and the Nazi Party coming into power up to the Holocaust. This webquest is very useful in the classroom due to its thoroughness. It does not seem to skip the event leading up the Holocaust. I think that is very important that we as teachers do not say, “Hitler BAD, Nazi BAD, Holocaust BAD” but rather follow the real events.

To Vocabulary List Resources

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Vocabulary Aryan- a Race of people with pure German Blood, anyone

else outside this ideal was considered an enemy, a tainter of purity

Jewish- A religion/culture based on Judaism Star of David- A six pointed star, Jews were forced to wear

these during the time of the Third Reich to define their status within German culture

Mein Kampf- a book written by Adolf Hitler. It literally means “my struggle” and it is a detailed account of his view of the Jewish “problem” with German Culture.

Anti-Semitic- Anything anti Jewish Poles,- People from Poland, one of the first peoples

conquered by the Germans Third Reich- "third regime or empire," the Nazi

designation of Germany and its regime from 1933-45To Fiction Books Resources

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Vocabulary Nazi Party- came to power in the late 19 teens. It was

characterized by a centralist and authoritarian structure. Its platform was based on militaristic, racial, anti-Semitic and nationalistic policies. It was basically a party founded by fear and propaganda.

SS or Schutzstaffel - These were Hitler’s personal protection under a man named Himmler. They were the guys who really carried out the atrocities of the Holocaust. The SS were a secret police.

Roma- This another term for the gypsy. They were another group targeted by Hitler's regime.

Blood Libel- this was a form of Nazi propaganda. It stemmed from a red mold that would develop on the Unleven bread of the Jews. The Nazis twisted this to get people to believe that the Jews were killing Christian children and using their blood to make the bread.

To Fiction Books Resources

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Vocabulary Axis - These were the major countries sponsored by the

Third Reich. They consisted of Germany, Japan, and Italy Allies- These were the major countries opposed by Hitler.

They consisted of the US, Britain, and Soviet Union Final Solution- Nazi plot to kill all Jews Genocide- The mass killing of a particular group of people Pogrom- These were official and encouraged mass

killings of Jewish people. The important thing to know about them is that they were government delegated events.

To Fiction Books Resources

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Fiction Books Chotjewitz, David. Daniel Half

Human and the Good Nazi. Antheneum, 2004.

Greif, Jean-Jacques. The Fighter. Bloomsbury, 2006.

Nolan, Han. If I should Die Before I Wake. Sandiego: Harcourt Brace, 2006.

Yolen, Jane. The Devil’s Arithmetic. New York, N.Y. : Viking Kestrel, 1988. To Non-Fiction Resources

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Non Fiction Books Goodrich, Frances. The diary of Anne Frank. New York :

Random House, 1956. Hitler, Adolf. MeinKampf. Boston : Houghton Mifflin, 2001. Wiesel, Elie. Night. New York : Hill and Wang, c2006. Lipstadt, Deborah E. Denying the Holocaust : the growing

assault on truth and memory. New York, N.Y. : Plume, 1994. Hadassa Ben-Itto. The Lie That Wouldn't Die: The Protocols

of the Elders of Zion. Vallentine-Mitchell, 2005.

To Magazines Resources

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Magazine Articles Astor, Gerald. "VICTORY IN DEFEAT. (Cover story)." World

War II 19.8 (Dec. 2004): 30-46. Bloxham, Donald. Organized Mass Murder: Structure,

Participation, and Motivation in Comparative Perspective. Holocaust and Genocide Studies 22.2 (2008).

Lingen, Kerstin von. "CONSPIRACY OF SILENCE: HOW THE 'OLD BOYS' OF AMERICAN INTELLIGENCE SHIELDED SS GENERAL KARL WOLFF FROM PROSECUTION." Holocaust & Genocide Studies 22.1 (2008): 74-109.

Zatzman, Belarie. “Fifty-One Suitcases: Traces of Hana Brady and the Terezin Children.” Canadian Theatre Review no. 133 (Winter 2008) p. 28-37.

To Media Resources

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Video/Mediahttp://www.fordham.edu/halsall/mod/modsbook44.html

Teachertube offers a really good movie here on the SS and the daily lives of the Germans who actually had to carry out the orders of the Nazi Party. This is such a rare find and only came to light in January 2007. It really shows what Nazis had to do, like distancing themselves from the humanity of the Holocaust victims. It was just a really interesting insight into that life. It is useful for classes because it gives that insight. It shows the Nazi’s having a good time after committing atrocities, just trying to live their lives.

 

To Websites Resources

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Websites www.jewishvirtuallibrary.org - This is a good website dedicated to

Judaism throughout time. It is a good source for Holocaust information. The site has a lot of information on the anti-Semitic relationship between the Nazi’s and the Jews. It is biased, but it does give some good primary sources on Hitler and other figures of the Holocaust. This would be a good site for students to get a background on the Holocaust from a Jewish perspective, but also provides some insight to other issues.

www.remember.org – This website is very interesting because it provides a plethora of information for students, teacher, and really all scholars. It has virtual tours of the Auschwitz, audio/video of survivors and professors, and other great links. This site is really useful for both teachers and students because the education section provides a lot of links on information to both inside articles and outside sources that are really good. I really liked the “Dangerous Experiment” excerpt. It can also be used as part of a webquest. Resources

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Websites www.ushmm.org – This is a site ran through Washington DC,

which is where the American Holocaust Museum is located. This site, like other provides good links to great primary and secondary sources. It has articles on both sides both Nazi and Jew, but kind of holds the Jewish bias. This site is useful in the classroom because, like others, it has a multitude of information and has a good section for teachers and students.

www.pbs.org - PBS offers a lot of credible information on the Holocaust and provides a lot of good ideas for teachers and students on what they should really look at when studying the Holocaust. This site is really useful in the classroom because of its extensive timelines. They really help put the Holocaust and events preceding it into perspective.

To Assessment Resources

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Assessment Before/During Thematic Unit Assessment

- Question Starters- These will give me a chance to see what students know, and what they have questions about during and before the unit

- Students will blog and online journal, in the spirit of Anne Franke, and will discuss some of the issues she has to conquer throughout the diary. In the end we as a class will discuss the importance of this and what implications technology has.

-Since it is a lot of time and events to remember students will each be responsible for a certain event to be placed on Holocaust Road. The event will be described in class and it is the students responsibility to research the event. During our adventure through the Holocaust students will place their event on the “road” we have constructed.

Resources

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AssessmentAfter Thematic Unit Assessment

-One thing that is always questioned is how can someone agree to do this, and could it happen today. Students will read an article, and host a debate to see if it something like the holocaust could happen today.

-Retell key features in a Podcast- groups will be assigned a role and tell the Holocaust from their perspective

-Students are going to explore two main interpretations of the Holocaust: The event & Denial of the event. Students will write a persuasive speech as to why the Holocaust did or did not happen. Note: Student who undertake the task of promoting Denial of the Holocaust will receive 2 points extra credit on the midterm/final exam.

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Content Area & Specifics This thematic unit is most definitely

meant for upper level students. It is a social science thematic unit in

that it focuses on the 6 basic areas of the social sciences: Psychology, Sociology, Geography, Political Science, Some Economics, and Personal Favorite: HISTORY! YAY!

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Overall Question The grand question this thematic

unit will discuss is, Who was affected by the Holocaust? Was it just Jews or was it an event that is misinterpreted and affected multiple peoples throughout the world?

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In-Depth Vocabulary StrategyStrategy: Word MapComprehension Area: Vocabulary/Understanding and Remembering WordsLiterature Source: www.ushmm.org/outreach/racism.htmWhen Utilized: Before/During/ After Reading

In this strategy students will be given a list of terms or set loose to define their own terms

based on the reading above. They will then define the terms in several aspects: a synonym,

antonym, their own definition, and a picture.

The importance of this strategy is that students get to think about terms in several aspects.

Take the term Anti-Semitic. If they define this term in the four ways listed above, the start to

understand where the term fits in, in bigger contexts. If they are to hear this term again then

they will think to themselves, “ anti-Semitic, oh yeah that was the word used to describe anti

Jewish sentiment during WWII, it was a bad thing” etc.In Class Ready Link

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In-Depth Prediction/Inference Strategy

Strategy: Anticipation GuideComprehension Area: Making Inferences and/or PredictingLiterature Source:**http://www.ushmm.org/wlc/article.php?

lang=en&ModuleId=10005143**When Utilized: Before During Reading

In this strategy students will receive an anticipation guide before reading. The guide will address things students think they know about the Holocaust, what they deem to be true or false. Students will also have a chance to comment on what they believe to be true in a third column. After reading the article students will go back to the things that they did not know and comment and mark the correct answer.

The importance of this strategy is that it provides students a chance to connect to background

knowledge and pull to forefront what they think they know about the Holocaust. This way

students can address misconceptions and valid points to illicit higher levels of thinking. In Class Ready Link

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In Depth Questioning StrategyStrategy: Question StartersComprehension Area: QuestioningLiterature Source: Denying the Holocaust : the growing assault on truth

and memoryWhen Utilized: After/Before Reading

After reading an excerpt of Lipstadt students will begin to form questions about

Holocaust Denial. They will develop questions based on three categories: Good

questions, Great Questions, and Gray area questions. Students will be instructed to

write all three types of questions in effort to get themselves thinking. They will need

to be instructed about Good questions (questions with one word answers), Great

Questions (questions that require deeper thought) and Gray Area Questions (the

“what ifs” of history that cannot really be answered but are fun to explore.

The importance of this strategy is that it gets students to think on a higher level and

write questions in a format that requires higher understand. This would indefinitely

increase their own literacy and vocabulary. I argue that while students do this

activity they learn what good questions, great questions are, thus they know how to

answer these questions when faced with them.

In Class Ready Link

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In-Depth Summarizing Strategy

Strategy: Language Experience Approach PlusComprehension Area: Organizing/Sculpting/Summarizing Strategies Literature Source: Mein Kampf, Adolf Hitler p. 293-296When Utilized: After Reading 

After reading the short excerpt from Mein Kampf, the students will have the opportunity, in small groups or full class, to discuss the main ideas of the excerpt. Students will then take the main ideas and bullet them sentence by sentence. They must be prepared to defend what they thought were the main ideas and infer the author’s purpose. Students, with guided instruction, will then modify key words and phrases to create a more cohesive academic ideal. They will be then able to copy this in their notes and use it for future reference.

 The importance of this strategy is that it allows students to take an excerpt, article, movie, etc and be able to summarize/organize it in an academic, author-intended framework. It furthermore helps them build academic thinking and language. This strategy also focuses on grammar and the use of certain words and phrases to emphasize clarity. Lastly this strategy serves as a tool for summarizing and organizing main ideas in an interconnected manner.

 In Class Ready Link

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In-Depth Connection StrategyStrategy: Five SensesComprehension Area: Connecting to Background KnowledgeLiterature Source: Night by Elie Weisel pgs 22-32When Utilized: Before Reading 

Before reading, students will receive two five senses lists and will describe what is like to walk into a concentration camp for the first time both as a captive and a captor. This activity will be modified to include a “sixth sense” of what they are thinking. Then they will read Weisel’s Night about his experience of walking in the concentration camp and see how their views differed. They could then answer questions like, “How did they differ?” or “How was Weisel’s and my view the same?”

 The importance of the Five Senses Sheet is that it gives students a chance to bring what they know to the forefront in respect to being a captive in a concentration camp. It gives students a chance to paint their own picture of what life was like in the camps. When it is infused with the literature, the strategy and book will compliment one another and add to the students’ background knowledge.

In Class Ready Link