1
OVERVIEW
I.
CONTENT: (Why is this unit important? What are the essential concepts in this unit?)
II.
PROCESS: (How are the thinking skills developed?)
III.
PRODUCT: (What will kids do/know as a result of this unit?)
Unit Overview: Alignment with
National / State / District Pupil Performance Standards
Overarching Benchmarks / Standards / Goals for COMPLETE unit of study:
Benchmark 1:
Standard A:
Standard B:
Benchmark 2:
Standard A:
Standard B:
Benchmark 3:
Standard A:
Standard B:
Benchmark 4:
Standard A:
Standard B:
Go to www.rogertaylor.com to download the complete curriculum writing template; Look under Resources for this
template and for your state’s grade-by-grade content standards
2
OVERVIEW
I.
CONTENT:
Students will read “The Diary of Anne Frank.” As students work through the dramatic play they will gain an
understanding of the life and times of Anne Frank and the Holocaust. They will learn about man's inhumanity to man, and
they will experience a whole range of emotions: fascination, doubt, shock, anger and then horror. Students will think
reflectively about the past events and experiences of those read about and apply lessons to their current lives and
situations. Hopefully, the students will learn the lessons of history, learn about themselves, and learn to make sound moral
choices (character development). In addition to these reasons, World War II and the study of history are part of eighth
grade social studies curriculum as is Anne Frank a part of eighth grade English curriculum. This unit has been created to
provide an in-depth understanding of this horrific era and discover lessons that can be applied to our current lives and
situations.
II.
PROCESS:
Students will be engaged in activities utilizing the 8 intelligences. Lessons will utilize a wide variety of sources including
literary, auditory and visual. A particular emphasis on critical and creative thinking skills will be developed through
various activities.
III.
PRODUCT:
Students will know the economic and political forces that contributed to the events of this era: 1930 – 1945. This
background knowledge will provide a basis for understanding how the Holocaust occurred and what people like Anne
Frank endured. The students will then be able to utilize higher thinking skills to apply this knowledge to their current lives
and situations.
Unit Overview: Alignment with
National / State / District Pupil Performance Standards
Overarching Benchmarks / Standards / Goals for COMPLETE unit of study:
Benchmark 1: Identify the main idea and differentiate that from supporting evidence or details (2.6.3). Students will be
able to identify major ideas about the Holocaust and supporting details. Students will be able to identify and discuss the
economic and political forces that helped foster the holocaust.
Benchmark 2: Students will be able to think reflectively and critically about historical events and contexts and increase
understanding of moral and ethical obligations to humanity. Students will be able to apply information from the unit to
their current lives and situations.
Benchmark 3: Make supported inferences or predictions about characters’ motives and consequences of actions (3.8.2).
Explain an author’s view related to a historical/cultural context (3.8.3).
Benchmark 4: Write responses to literature that demonstrate an understanding of the text and use evidence from the text
in support (5.8.4). Provide specific evidence in support of an opinion (10.8.2).
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PRODUCTS
INDEPENDENT RESEARCH PROJECTS
FOR GIFTED AND TALENTED STUDENTS
State each research project with an investigative focus and a "hands–on"
product to show research outcome.
(If writing curriculum for inclusion, design one I-Search project for Gifted and
Talented learners and a concrete operational project for special learners or
Students on IEPs.)
1.
PARADOXES:
Common notion not necessarily true in fact.
Self-contradictory statement or observation.
2.
ATTRIBUTES:
Inherent properties.
Conventional symbols or identities.
Ascribing qualities
3.
ANALOGIES:
Situations of likeness.
Similarities between things.
Comparing one thing to another.
4.
DISCREPANCIES:
Gaps of limitations in knowledge.
Missing links in information.
What is not known.
5.
PROVOCATIVE QUESTIONS:
Inquiry to bring forth meaning.
Incite knowledge exploration.
Summons to discovering new knowledge.
6.
EXAMPLES OF CHANGE:
Demonstrate the dynamics of things.
Provide opportunities for making alterations, modifications, or
substitutions.
7-18 will be found in the writing template as per page 2.
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A Dance/A Letter/ A
Lesson
Advertisement
Animated Movie
Annotated
Bibliography
Art Gallery
Block Picture Story
Bulletin Board
Bumper Sticker
Chart
Choral Reading
Clay Sculpture
Code
Collage
Collection
Comic Strip
Computer Program
Costumes
Crossword Puzzle
Database
Debate
Demonstration
Detailed Illustration
Diorama
Diary
Display
Edibles
Editorial Essay
Etching
Experiment
Fact Tile
Fairy Tale
Family Tree
Fiction Story
Film
Filmstrip
Flip Book
Game
Graph
Hidden Picture
Illustrated Story
Interview
Jingle
Joke Book
Journal
Labeled Diagram
Large Scale Drawing
Learning Center
Letter to the Editor
Map with Legend
Mazes
Mural
Museum Exhibit
Musical Instruments
Needlework
Newspaper Story
Non-Fiction
Oral Defense
Oral Report
Painting Pamphlet
Pantomime
Papier Mache
Petition
Photo Essay
Pictures
Picture Story for
Children
Plaster of Paris Model
Play
Poetry
Political Cartoon
Pop-Up Book
Postage Stamp,
Commemoratives
Press Conference
Project Cube
Prototype
Puppet
Puppet Show
Puzzle
Rap
Radio Program
Rebus Story
Recipe
Riddle
Role Play
Science Fiction Story
Sculpture
Skit
Slide Show
Slogan
Soliloquy
Song
Sound
Story Telling-Tall
Tales
Survey
Tapes–Audio–Video
Television Program
Timeline
Transparencies
Travel Brochure
Venn Diagram
Web Home Page
Working Hypothesis
Write a new law
Video Film
I–SEARCH INDEPENDENT RESEARCH PROJECTS
FOR GIFTED AND TALENTED STUDENTS
1.
PARADOXES:
Is "military intelligence" an oxymoron? Why or why not? View films portraying soldiers from as many wars as you can
find. Use clips in chronological order that support your conclusion to make a video film.
The assumption is that the Holocaust was only a Jewish tragedy when, in fact, it was a global concern. Develop a chart
that would illustrate how other regions of the world were also affected by the Holocaust.
2.
ATTRIBUTES:
The Yellow Star of David and the Swastika were significant symbols of the Nazi movement and WWII. Prepare a speech
from the point of view of becoming the symbol and describe your personal qualities, perspective and identity.
3.
ANALOGIES:
People living within the same culture tend to dress the same; however, there are similarities in dress throughout the ages.
Create a power point presentation depicting similarities between Jewish and American and German clothing and fashion
trends.
As the Jewish people fled and hid, the number of personal possessions they were able to keep diminished. Find out what
was most precious to them and make a collection of items of yours that would be as small and as important as theirs. Be
prepared to explain the connection between their objects and yours.
4.
DISCREPANCIES:
The Germans conducted many scientific research experiments on the Jewish population during the Holocaust. It appears
that did not reflect on the world wide outcry and outrage that would result from their actions. Create a political cartoon
depicting either the German’s defense of their action, the world’s reaction, or the German’s naivety.
5.
PROVOCATIVE QUESTIONS:
The Germans lived in a communist state. How would their lives today be different if Nazi Germany had been a
democracy? Write a report telling how the German approach to the war and the oppression of the Jewish people would
have been altered.
6.
EXAMPLES OF CHANGE:
The end of WWII brought about sudden change to Nazi Germany. Create a comic strip illustrating how those changes
affected Germany.
Research the role of women in German Jewish society and in German Nazi society. Using contemporary photos create a
filmstrip that compares and contrasts those roles. Include a title frame and concluding frame that shows your picture
sources.
7.
EXAMPLES OF HABIT:
View a clip of the “I am Sixteen Going on Seventeen” musical performance from the Sound of Music. Retell the process
that a young man might go through in transitioning to being a member of the Third Reich.
8.
ORGANIZED RANDOM SEARCH:
Make a chronological schedule of your daily activities. Then, using the same chronology, develop a schedule for a Jewish
teenager in the Warsaw Ghetto, a teenage Hitler Youth member, and an American teenager of the late 1930's.
9.
SKILLS OF SEARCH:
Trains were used for transporting Jews during the Holocaust. This was clearly an unconventional way to utilize this
transportation technology. The railroad was originally constructed in order to provide for transportation by train, which
was once the major source of transportation. Research to determine some other uses of the train.
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10.
TOLERANCE FOR AMBIGUITY:
Many Americans feel that the Holocaust would never have happened had we known what was going on. And yet, daily,
we hear about hate crimes. Debate in teams this discrepancy.
11.
INTUITIVE EXPRESSION:
Write a five senses poem about life in a concentration camp.
12.
ADJUSTMENT TO DEVELOPMENT:
Most of the defendants of the Nuremberg Trials stated that they were only following instructions from their superiors.
Create a summation pretending you are an attorney, an interrogator, or a priest. Write the script and questions you would
ask and the Nazi officer’s replies.
13.
STUDY CREATIVE PEOPLE AND PROCESS:
Study the art work of Adolf Hitler. Write a critique of his work. (Provide this critique of Hitler before the Nazi movement
as this is when he was an artist.)
Develop a museum exhibit that contains artifacts of creative people that lived during the Holocaust. Along with the
artifacts, students should show the processes that lead to development of their creations. For example: what are the traits
of these people, were they problem solvers, inventors, etc.
14.
EVALUATE SITUATIONS:
Research extremist groups in the United States: their beliefs, members, locations, membership, and methods of
recruitment. Write a newspaper editorial warning Americans about one of these groups. Include the ramifications of that
group becoming a ruling power in the United States.
During the 1930’s the Jewish population endured a horrific time. As a people, they often made the best of their situation.
In fact, it was during this time that creative genius flourished. Produce a video of setbacks and triumphs of the Jews
during this time period.
15.
CREATIVE READING SKILL:
Have students read excerpts from Hitler’s Mein Kampf as well as excerpts from “The Diary of Anne Frank.” Make a
Venn diagram paralleling these two authors and their books focusing on the major historical events.
16.
CREATIVE LISTENING SKILL:
Listen to excerpts from the Anne Frank diary. Rewrite and modify her diary entries to fit modern times.
17.
CREATIVE WRITING SKILL:
Listen to teacher readings from the section of the book, Mein Kampf, about racial crossing and its effect on human nature.
(Volume 1, Chapter 11) Write a political rally speech contrasting Hitler’s opinions and platform on the issue.
18.
VISUALIZATION SKILL:
Share artwork and clips depicting the Holocaust and life in the concentration camps. In teams, create a puppet show
depicting the daily life of a concentration camp detainee.
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ACADEMIC / CRITICAL THINKING SKILLS
ANALYZING HUMAN ACTIVITIES! (AHA!)
©Dr. T. Roger Taylor
STATE STANDARD #
STUDENTS WILL BE ABLE TO
.
ESSENTIAL QUESTION: How does the Universal Theme of Producing, Exchanging and Distributing create mastery
learning of essential concepts in this unit? State the essential concept(s) that this specific lesson will teach. ESSENTIAL
QUESTION:
PRODUCING, EXCHANGING, AND DISTRIBUTING [ECONOMICS]
Textbook or Database:
KNOWLEDGE:
1.
Defines, describes, identifies, labels, lists, matches, names, outlines, reproduces, selects, states.
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, at least 2 “for examples”)
Anchoring Activity / Anticipatory Set:
Students will:
Formative Assessment:
COMPREHENSION:
Converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, infers, paraphrases, predicts, rewrites,
summarizes. (Include “for examples”)
Short-term / Cumulative Assessment:
APPLICATION:
Changes, computes, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves,
uses. (Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will create a (class / team product):
Formative Assessment / Rubric for Product:
Multicultural and/or ESL and/or Bilingual Link:
Mathematics/Science Link and/or Humanities Link:
School-to-Career/Tech Prep Link:
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Paradoxes, Attributes, Analogies, Discrepancies, Provocative Questions, Examples of Change, Examples of Habit, Organized
Random Search, Skills of Search, Tolerance for Ambiguity, Intuitive Expression, Adjustment to Development, Study Creative People
and Process, Evaluate Situations, Creative Reading Skill, Creative Listening Skill, Creative Writing Skill, Visualization Skill.
(Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT)
Anchoring Activity / Anticipatory Set:
Students will:
Class/team/individual product:
Summative Assessment:
INDIVIDUAL JOURNAL ASSIGNMENT:
HOMELINK:
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ACADEMIC / CRITICAL THINKING SKILLS
ANALYZING HUMAN ACTIVITIES! (AHA!)
STATE STANDARD # 8.4.10 STUDENTS WILL BE ABLE TO list, describe and discuss economic and political
forces that helped support the Holocaust.
ESSENTIAL QUESTION: How does the Universal Theme of Producing, Exchanging and Distributing create mastery
learning of essential concepts in this unit? State the essential concept(s) that this specific lesson will teach. What are the
economic forces that helped support the Holocaust? What are the political forces that helped support the Holocaust? Can I
describe to my group how these conditions worked to shape the Holocaust?
PRODUCING, EXCHANGING, AND DISTRIBUTING [ECONOMICS]
Textbook or Database: 8th Grade History Textbook
1.
KNOWLEDGE:
Anticipatory Set:
1. Listen to song: “Brother Can You Spare a Dime.”
2. Listen to song: “Ain’t Got No Money.”
3. Video: Swing Kids: Show pre-war Nazi Germany; discuss the conditions leading up to support of Hitler’s views and
the Holocaust.
Students will:
1. List economic factors that led up/supported the holocaust.
2. List political factors that led up/supported the holocaust.
COMPREHENSION:
Students will discuss in groups the economic and political forces that helped shape/forced the holocaust and give
examples.
APPLICATION:
Anticipatory Set:
1. Scenes from Schindler’s List, showing examples of discrimination.
2. Anne Frank documentary: shows real film videos of discrimination songs, etc.
3. Video clips and recordings of Hitler speeches (provide translations). Share with students that Hitler was democratically
elected to office. Why were people supporting his views?
Students will create a (class / team product):
1. Students will create a chart showing discrimination levels against Jews and other minority groups. How did these
levels progress? What other groups were discriminated against?
2. Students will relate discrimination factors to the economic and political forces discussed earlier that helped
shape/support the Holocaust.
Multicultural and/or ESL and/or Bilingual Link: 1. Connections with Eva Peron, her ability to rise from nothing to a
huge political power.
Mathematics/Science Link and/or Humanities Link: Graph economic factors in Germany. Show “depression” factors
of economic hardships (unemployment rates, etc.).
Have students gather examples of posters, political speeches, etc. of influential leaders, political propaganda. Have
students brainstorm influential leaders in history.
School-to-Career/Tech Prep Link: Show connection to politics and finance careers.
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Anticipatory Set:
1. Video: Scene from movie: Crash. When the woman who was robbed is having her locks changed by a Hispanic
locksmith and she judges him based on his looks that he will be selling her key to “his homies”. She tells her husband she
wants the locks changed again in the morning because of her stereotyping.
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2. Pictures of billboards in Vegas showing anti-immigration decrees.
3. Song: Mac Davis: “In the Ghetto.”
Students will:
1. Compare discrimination today with events from Nazi Germany.
2. Students will identify factors of “ghetto” living and explain what life is like living in one.
Class/team/individual product:
1. Students will write letters, diary entries about living in “ghettos.”
2. Students will write letters, as if residents of Germany, to friends in other countries describing the changing conditions
there.
INDIVIDUAL JOURNAL ASSIGNMENT:
Students will write about their experiences with discrimination. Have they witnessed discrimination? Have they been
discriminated against?
HOMELINK:
Ask students to discuss discrimination with their parents? What thoughts and examples can they offer? Students will share
these stories with the class.
STATE STANDARD # (2.6.3) STUDENTS WILL BE ABLE TO Identify the main idea and differentiate that from
supporting evidence or details (2.6.3). Students will be able to identify major ideas about the Holocaust and supporting
details. Students will be able to identify and discuss the economic and political forces that helped foster the holocaust.
ESSENTIAL QUESTION: How does the Universal Theme of Transportation create mastery learning of essential
concepts in this unit? State the essential concept(s) that this specific lesson will teach.
1. How was transportation used by the Nazi party to discriminate and exterminate the Jewish population?
2. How was transportation used by the Jewish population to “save” individuals and avoid discrimination?
3. What transportation was used in WWII?
2. TRANSPORTATION
Textbook or Database: 8th Grade History Textbook. Exerts from Night by Ellie Weisel. Excerpts from “Anne Frank: The
Diary of a Young Girl” showing her entries that discuss the privileges she lost.
KNOWLEDGE:
1. Students will list examples of transportation privileges that were taken away from Jews.
Anticipatory Set:
1. Listen to a voice recording of Anne Frank’s diary entry talking about not being able to ride the bus, having her bike
taken away, etc.
2. Show WWII documentaries of air raids and bomber planes.
3. Show clips from video: “The Kinder Transport.” (Shows how parents put their kids on trains to get them away from
Nazi power).
Students will:
1. Students will list transportation privileges taken away from Jews in Nazi Germany.
2. Students will be able to describe the planes used during WWII.
4. Students will be able to describe measures Jewish parents used in an attempt to “save” their children. What
transportation methods did they use to get their children to safety?
COMPREHENSION:
1. Students will give examples of how transportation was used during WWII and/or during the Holocaust.
2. Defend (as if a German Nazi Officer) the use of trains to transport people. Also, defend the opposite point of view.
Could this be considered inhumane?
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APPLICATION:
Students will relate the phrase “Packed like Sardines” to the transportation of Jews in the train cars to concentration
camps.
Anticipatory Set: Clips from “Schindler’s List” showing crowded transportation of Jews in the train cars.
Students will create a (class / team product): Students will tape a “boxcar” on the floor of the room and we will place
the entire class inside of it. Before the activity, students will predict how many will fit “comfortably.”
Multicultural and/or ESL and/or Bilingual Link: Crossing the border issues from Mexico into the United States.
Shows pictures of signs used in places like San Diego.
Mathematics/Science Link and/or Humanities Link:
1. The science and history of planes. Students can prepare a timeline showing how planes have changed over time (From
Wilber and Orville to current day). In addition, showing the current power and propulsion of planes emphasizing the
energy and resources planes require to fly. Show a video of 9/11 illustrating the destructive power of transportation.
2. Map the railroad trips across Europe used to transport Jews to concentration camps.
School-to-Career/Tech Prep Link: Show connections to careers in aviation, train engineering, etc.
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Anticipatory set:
1. Video clip of the launching of the Endeavor (NASA Space Travel). (benefit)
2. Video clip of 9/11 planes crashing into the World Trade Center. (negative)
3. Show clips of recreational train and plane trips.
Students will:
1. Students will differentiate and diagram positive and negative uses of transportation in WWII and the Holocaust.
Students will compile historical examples of good (positive) and bad (negative) uses of transportation.
2. Use a Venn diagram to compare how trains were used during the Holocaust to how trains are used today. Use a Venn
diagram to compare how planes are used during war versus during times of peace.
Class/team/individual product:
1. Have students prepare a debate surrounding the issue of airline pilots having guns in the cockpit.
2. Have students design a “safe” cockpit/commercial airline plane.
3. Students can create travel brochures.
INDIVIDUAL JOURNAL ASSIGNMENT:
Have students write how they think traveling as a “passenger” on the train going to a concentration camp was like.
HOMELINK:
Have students ask parents, family and friends to share the best and worst transportation experiences and/or memories.
How do these compare the positives and negatives we discussed in class?
STATE STANDARD # 1.4 (History Standards) (1.8.5) STUDENTS WILL BE ABLE TO identify speakers main idea
and supporting evidence. Students will also be able to identify effective presentation techniques and put these techniques
into practice. Students will analyze idioms to infer meaning (1.8.5).
ESSENTIAL QUESTION: How does the Universal Theme of Communications create mastery learning of essential
concepts in this unit? State the essential concept(s) that this specific lesson will teach.
What were the main ideas and supporting ideas surrounding Hitler’s platform and speeches? What are effective
presentation/public speaking techniques? Can I write and describe effective presentation techniques to my group.
3. COMMUNICATIONS
Textbook or Database: 8th Grade History Textbook. Elements of Language resources related to communication skills and
presentations.
KNOWLEDGE:
Anticipatory Set:
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1. Video clips of speeches by Hitler.
2. Video clip of “I Have a Dream” by Martin Luther King.
3. Overheads of presentations skills from English resources.
4. Scene from “Jacob the Liar” when they are listening to Hitler on the radio.
5. Clip from “Hart’s War” when the American officers are listening to the BBC.
Students will:
1. Students will be able to list effective presentation and public speaking skills.
2. Students will listen to speeches and public presentations and identify the main ideas and supporting ideas.
3. Students will be able to list how communication technology was used during WWII and the Holocaust to distribute
information and communicate.
4. Students will be able to distinguish between fact and opinion.
COMPREHENSION:
1. Have students listen to a speech and summarize the main points.
2. Give examples of famous speeches from history or that helped shape movements.
3. Students will be able to distinguish between fact and opinion by brainstorming examples of each.
APPLICATION:
Students will prepare persuasive writing and/or public speaking utilizing effective presentation/public speaking skills.
Students will demonstrate effective presentation skills.
Anticipatory Set:
1. Show clips of dynamic and compelling commercials.
2. Show clips of presidential debates.
Students will create a (class / team product):
1. Students will write a persuasive presentation on selling products (create a commercial).
2. Students will create an opening speech for a debate topic.
Multicultural and/or ESL and/or Bilingual Link: IDIOMS. Students will be exposed to common and interesting
idioms used for communication. How can not knowing what these idioms mean decrease communication? How can the
utilization of idioms increase communication?
Mathematics/Science Link and/or Humanities Link: Communication technology. The use of radio, telegrams,
computers, television, telephones, etc. in the facilitation of communication. Students will create a chart of different
communication uses for these various technologies.
1. Students will create a timeline of communication advances and discoveries.
School-to-Career/Tech Prep Link:
1. Discuss connection to careers in communication services.
2. Discuss computers and their role in society.
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Students will watch clips from “Jacob the Liar” when the Jews are listening to the BBC (illegally) and they will also
watch clips from “Hart’s War” when the American officers are listening to the BBC (illegally). Students will then
compare the thoughts and feelings of these two groups as they listen to the radio communication.
Anticipatory set:
1. Video clip from “Jacob the Liar.”
2. Video clip from “Hart’s War.”
3. News clips
Students will:
1. Students will compare the thoughts and feelings of two different groups of people listening to the same communication.
2. Explain propaganda techniques utilized in the news clips (presentation skills, etc.)
Class/team/individual product: Find, research, and create a news report on an issue at the school.
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INDIVIDUAL JOURNAL ASSIGNMENT:
How do you feel when you are denied access to communication? For example, how do you feel when your parents take
the phone away from you?
HOMELINK:
Students will ask their parents and grandparents what communication technology that exists today did not exist when they
were young. Students will share their discoveries in class.
STATE STANDARD # (3.8.2) STUDENTS WILL BE ABLE TO Make supported inferences or predictions about
characters’ motives and consequences of actions (3.8.2).
ESSENTIAL QUESTION: How does the Universal Theme of Protecting and Conserving create mastery learning of
essential concepts in this unit? State the essential concept(s) that this specific lesson will teach.
4. PROTECTING AND CONSERVING
Textbook or Database: “The Diary of Anne Frank:” the dramatic play version.
KNOWLEDGE:
Students will define the need to protect culture and heritage in changing diversity and society. Students will be able to
discuss examples and state opinions about the issue.
Anticipatory Set:
1. Video clip of the Hanukkah scene from “The Diary of Anne Frank.”
2. Video clip from “Fiddler’s Roof.”
Students will:
1. Students will define the need to protect culture and heritage in changing diversity and society.
2. Students will be able to discuss examples and state opinions about the issue.
COMPREHENSION:
Students will defend German policy of not allowing celebration of Jewish Holiday. Students will defend the right and
need to protect religious, cultural freedoms.
APPLICATION:
Students will produce a cookbook showing family traditions and cultures.
Anticipatory Set: Examples of recipes showing cultural diversity and family traditions.
Students will create a (class / team product):
1. Teams will create a cookbook of their family recipes collected as part of the homelink. Students will then combine
group cookbooks and create one large one for the class.
2. Students will prepare a research presentation of a different culture other than their own. (Culture project).
Multicultural and/or ESL and/or Bilingual Link:
1. Culture project. Relating cultural diversity and acceptance to our daily lives.
2. Students will discuss the struggle to maintain and protect their traditions now that they are in the U.S. How receptive do
they consider society here to respecting their culture? How receptive do they consider the schools?
Mathematics/Science Link and/or Humanities Link: Discussion of measurements used in cooking and with grocery
items.
School-to-Career/Tech Prep Link: Discuss connections to school counselors, teaching, translators, etc.
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Students will compare Jewish holidays and traditions to their own and others. Students will create a Venn diagram.
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Anticipatory set:
1. Video clip from “Diary of Anne Frank.”
2. Video clip from “Fiddler on the Roof.”
Students will:
1. Students will compare Jewish holidays and traditions to their own and others. Students will create a Venn diagram.
2. Students will be able to identify components of acceptance.
Class/team/individual product:
1. Students will create artifacts representing their culture/heritage and bring them in to share with the class.
2. Students will plan a “Culture Awareness Day” and activities to promote acceptance and diversity.
INDIVIDUAL JOURNAL ASSIGNMENT:
Why is culture and heritage important to people? Why is religion so important to people? Discuss how your family
traditions and/or religion impact you.
HOMELINK:
Students will ask their parents and/or grandparents for a home recipe that closely is connected to their culture. Students
will share these with their groups to assist with the team and individual product.
STATE STANDARD # 6.9.2 STUDENTS WILL BE ABLE TO Students will be able to think reflectively and critically
about historical events and contexts and increase understanding of moral and ethical obligations to humanity. Students
will be able to apply information from the unit to their current lives and situations.
ESSENTIAL QUESTION: How does the Universal Theme of Providing Education create mastery learning of essential
concepts in this unit? State the essential concept(s) that this specific lesson will teach. Can I describe Hitler’s philosophy
of education? Can I list aspects Hitler felt were important to learning? Can I verbalize to my group my thoughts about his
educational philosophy and compare how it relates to our current educational style and format.
5. PROVIDING EDUCATION
Textbook or Database: 8th Grade History textbook, Read aloud from Nazi book of Education in Third Reich, Time Life
Series.
KNOWLEDGE:
Students will explore the teaching and philosophy of Hitler and compare his educational beliefs and politics to our
educational system.
Anticipatory Set: Video: “I was a Member of Hitler’s Youth.
Students will:
1. Students will identify at least three aspects of education Hitler wanted youths to learn.
2. Students will state their opinion about how acceptable these concepts are compared to U.S. standards and society.
COMPREHENSION:
Students will debate and defend each side of the Hitler education system. One set of students will support the theory of
education while the other will oppose it.
APPLICATION:
Students will prepare their own philosophy of education and required components of learning.
Anticipatory Set: Song: “You’ve Got to be Taught.”
Students will create a (class / team product): Students will create their own philosophy of education. Students will list
15 important aspects of education and things students should be required to learn.
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Multicultural and/or ESL and/or Bilingual Link: Students will compare and contrast education from Mexico. How is
it the same as ours? As Hitler’s? How is it different?
Mathematics/Science Link and/or Humanities Link:
1. Discuss education in other countries.
2. Discuss important educational movements and philosophy.
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Ethics and education is becoming increasingly important in schools today. Students will discuss the need for the teaching
of morality and character development in schools. Students will justify this need and provide evidence and support for
schools to include this aspect as part of their educational philosophy.
Anticipatory set:
1. Song: Pink Floyd’s “We Don’t Need No Education.”
2. Excerpts from “The Rise and Fall of the American Teenager.”
Students will:
1. Students will infer the importance of education. Do we need to have systematic learning for children? Are schools
necessary?
2. Students will discuss and identify the need for education and character development.
3. Students will justify this need and provide evidence and support for schools to include this aspect as part of their
educational philosophy.
Class/team/individual product:
Students will create a speech to the community justifying the need to include character development teaching lessons in
school educational curriculum.
INDIVIDUAL JOURNAL ASSIGNMENT:
Do you feel public school promotes tolerance or prejudice? Why? Can we make any connection with these changes to
education? To school?
HOMELINK:
Talk with parents; ask how tolerance has changed since they were kids.
STATE STANDARD # (3.8.3) (5.8.4) (10.8.2) STUDENTS WILL BE ABLE TO Make supported inferences or
predictions about characters’ motives and consequences of actions (3.8.2). Explain an author’s view related to an
historical/cultural context (3.8.3). Write responses to literature that demonstrate an understanding of the text and use
evidence from the text in support (5.8.4). Provide specific evidence in support of an opinion (10.8.2)
ESSENTIAL QUESTION: How does the Universal Theme of Making and Using Tools and/or Technology create
mastery learning of essential concepts in this unit? State the essential concept(s) that this specific lesson will teach. Can I
describe the role of technology and phone communication on the life of Anne Frank? Can I describe how technology and
phone communication has changed over time? Can I describe the role of technology and list ways it can be both beneficial
and harmful? Can I write about and create projects that show how technology can help/hinder people and society.
6. MAKING AND USING TOOLS AND/OR TECHNOLOGY
Textbook or Database: “The Diary of Anne Frank”
KNOWLEDGE:
Students will explore technology as a benefit and as a hindrance. Students will define how it can be used for both and list
examples. Students describe how technology has changed over time.
Anticipatory Set:
1. Video clip from “The Diary of Anne Frank;” scene of phone ringing and ringing and they can’t answer it.
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Students will:
1. Students will explore technology (ex. Phone) and its advances over time compared to then and now.
2. Students will describe the role of technology and how it can help or hinder people (the safety of the family in the attic).
3. Students will define how it can be used for both and list examples.
4. Students describe how technology has changed over time.
COMPREHENSION:
1. Students will explain and infer how members of the annex felt when the phone was ringing and not being able to answer
it.
2. Students can predict how they would react and how people they know would react.
APPLICATION:
1. Students will compare and contrast how phones have changed over time. Students will relate how they are different
from Anne Frank’s time.
2. Students will discover translating devices that assist with being able to communicate via phone devices with people
from other cultures and languages.
Anticipatory Set:
1. Video Clip: UN scene from Superman 4 where international translation is used.
2. Video clip: Trial scene from Star Trek Voyage Home where character uses universal translators.
Students will create a (class / team product):
Students will create a technology device (phone/communication) that would have helped Anne and her family and
possible saved them.
Multicultural and/or ESL and/or Bilingual Link:
1. Different languages and forms of communication. Students can hear different languages from around the world.
Students can explore different forms of communicating across borders (phone, email, IM, video conference, etc.).
2. Students can compare and contrast differences in languages and communication styles among cultures.
Mathematics/Science Link and/or Humanities Link:
1. Sound waves
2. Inventions: phone technology
School-to-Career/Tech Prep Link: Discuss careers in phone communication: tell phone operator, telephone companies,
cell phone sales, etc.
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Anticipatory set:
1. Sound recording of a 911 call that shows assistance with helping people and saving them.
2. Radio commercial: ONSTAR technology that showcases stranded drivers getting rescued.
Students will: Students will identify technology and phone communication devices that help/hinder people and society.
Class/team/individual product:
1. Brainstorm how modern technology would have influenced or changed Anne and her family’s situation. Would
anything have helped? Would anything make it worse? How and Why? Create a dramatic scene to show the changes you
feel would occur.
2. Brainstorm and create a new form of technology and demonstrate how it will change the world and life as we know it.
INDIVIDUAL JOURNAL ASSIGNMENT:
Write about a time when technology (phone) has helped you or someone you know.
HOMELINK:
Make a list of communication and technology devices you have in your home or own. Students will share these with class
and compare them to technology that was available during Anne Frank’s time.
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Make supported inferences or
STATE STANDARD # (3.8.2) (3.8.3) STUDENTS WILL BE ABLE TO
predictions about characters’ motives and consequences of actions (3.8.2). Explain an author’s view related to an
historical/cultural context (3.8.3).
ESSENTIAL QUESTION: How does the Universal Theme of Providing Recreation create mastery learning of essential
concepts in this unit? State the essential concept(s) that this specific lesson will teach. Can I name recreational
activities that Anne Frank and Jews had to give up during the Nazi movement? Can I describe how these characters felt
and how people in this era felt with the loss of these recreational activities? Can I relate and verbalize how people were
affected by this and compare how people today would feel?
7. PROVIDING RECREATION
Textbook or Database: “The Diary of Anne Frank”
KNOWLEDGE:
Anticipatory Set:
1. Read excerpts from Anne’s diary where she discusses what she had to give up, and how she could not do anything.
Discuss the lost of games, toys, school, movies, and various other recreational activities.
2. Show documentary video of interview with Jewish woman discussing loss of privileges and signs posted outlawing
Jewish participation in activities.
Students will: Students will identify at least five recreational activities the Jewish community was restricted from
participating in.
COMPREHENSION:
1. Students will infer alternative activities Jewish people were able to do for recreational activities once so many things
were taken away from them.
2. Students will extend their identification to specifically identify 5 activities (games, toys, etc.) that children could still
enjoy for recreation.
APPLICATION:
Students will discover the effect of loss of recreational activities has on people. Students will reflect on how Jewish
individuals were feeling.
Anticipatory Set: Video Clip: “The Sound of Music.” --- My favorite Things.
Students will create a (class / team product): Students will rewrite, modify and prepare a new version of the song to fit
modern times and contemporary toys and games.
Multicultural and/or ESL and/or Bilingual Link:
1. Students will share games and toys from other cultures (Mexico).
2. Students will share recreational activities common to their culture.
Mathematics/Science Link and/or Humanities Link:
1. Students will explore common recreational activities by brainstorming all the events that people can participate in.
2. Musical instruments will be explored as a form of recreation.
3. Mathematics/music connection
School-to-Career/Tech Prep Link:
1. Careers in recreational activities would be discussed. Park recreations, music, arts, etc.
2. Magnet schools programs and options will be introduced for students to consider.
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Anticipatory set: Video on toy making
Students will:
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1. Students will diagram toys from the past to toys of today.
2. Students will create and invent a toy. They will generate a diagram of their plan and then build mock ups.
Class/team/individual product: Creation of toy
INDIVIDUAL JOURNAL ASSIGNMENT:
Think about losing all your recreational activities and living in the Secret Annex for two years. How would you feel?
What activities would you come up with to do?
HOMELINK:
Ask parents what recreational activities they participated in when they were young. Also, what common games, toys,
activities are common to your family, culture. Students will share these with the class.
STATE STANDARD # 5.8.1 STUDENTS WILL BE ABLE TO write informative papers (cause/effect) that develop a
topic with introductory and concluding statements and supporting ideas.
ESSENTIAL QUESTION: How does the Universal Theme of Organizing and Governing create mastery learning of
essential concepts in this unit? State the essential concept(s) that this specific lesson will teach.
8. ORGANIZING AND GOVERNING
Textbook or Database: news clip archives of 1936 Olympics and Nazi rally; Triumph of the Will by Leni Riefenstahl
KNOWLEDGE:
Anticipatory Set: Show news clips
Students will: Students will interpret changes that the Nazi government implemented between 1933 and 1936 that
specifically reflected a state endorsement of racism and discrimination.
COMPREHENSION:
Using a multi-flow thinking map, students will outline cause/effect of economics and ego centricity on the German people
due to the Nazi propaganda.
APPLICATION:
Anticipatory Set: Song, “Shouldn’t Have Done That” by Depeche Mode
Students will create a (class / team product): Students examine several reproductions of photographs and documents
from the Olympics archives. The lesson introduces students to several of the themes that are prominent: racism and
discrimination, propaganda, fair play, and decision making. Students will write a paper, based on their multi-flow maps
and the information gained from the photographs and documents.
Multicultural and/or ESL and/or Bilingual Link: Locate and identify, on a map, all the countries that participated in
the 1936 Olympics.
Mathematics/Science Link and/or Humanities Link: Research Olympic record times in at least 5 track and field events
from the 1936 Olympics, and the most recent Olympics held. Compare and contrast times, and write an explanation
stating at least 3 reasons why you think the record times are faster, slower, or stayed the same?
School-to-Career/Tech Prep Link: What does it take to be a World Class Olympic athlete?
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Anticipatory set: Display and discuss Nazi propaganda posters. What makes them unique?
Students will: Students will brainstorm what the world would be like if Nazis were still in power.
Class/team/individual product: Create an Olympic poster for the 2006 Summer Olympics as if the Nazis were holding
the event in Berlin, Germany.
INDIVIDUAL JOURNAL ASSIGNMENT:
If you were an athlete, would you have participated in the 1936 Olympics? Why or why not?
HOMELINK:
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Discuss what you have learned with your family. Would they have supported/ participated in the 1936 Olympics?
STATE STANDARD # 4.12.6 STUDENTS WILL BE ABLE TO Students will
be able to think reflectively and critically about historical events and contexts and increase understanding of moral and
ethical obligations to humanity. Students will be able to apply information from the unit to their current lives and
situations.
ESSENTIAL QUESTION: How does the Universal Theme of Moral, Ethical and Spiritual Behavior create mastery
learning of essential concepts in this unit? State the essential concept(s) that this specific lesson will teach. Can I describe
the lasting effects of the Holocaust? Can I describe the moral implications and important lessons to be learned from the
experience? Can I write about my thoughts about moral and ethical responsibilities to others?
9. MORAL, ETHICAL AND SPIRITUAL BEHAVIOR
Textbook or Database: 8th grade history textbook (information surrounding devastation of the Holocaust).
KNOWLEDGE:
Students will explore the devastation of the Holocaust of the moral and ethical issues associated with the era.
Anticipatory Set:
1. Documentary video on the death toll and tragedy of the Holocaust.
2. Video clips from “Life in Hiding.” (Shows the extreme efforts people had to make to save Jews from Hitler).
Students will:
1. Students will list the moral and ethical issues/questions associated with this era, the Holocaust, Hitler and Nazism.
2. Students will state the role of moral and ethical development in the role of societal relationships.
COMPREHENSION:
1. Students will infer how people felt as they watched Jews be transported away to concentration camps.
2. Students will explain why some individuals were willing to risk their lives to help hide Jews.
APPLICATION:
1. Students will relate Hitler’s views to Jewish beliefs. How did they conflict?
2. Students will discover the role of morality and ethics in decision making.
Anticipatory Set:
1. Show in writing and on video Hitler’s oath.
2. Show in writing a common Jewish prayer.
Students will create a (class / team product):
Students will modify a song and produce a new original rap illustrating the importance of character development relating
to moral and ethical issues from the era.
Multicultural and/or ESL and/or Bilingual Link:
1. Religious study. How do morals and religious beliefs influence how people behave and react to events?
2. Students can share religious beliefs of their religions.
Mathematics/Science Link and/or Humanities Link:
1. Religions of the world. Students will explore a map showing the concentration of various religions across the world. In
addition, various commandments/credos from various religions will be explored.
2. Students can examine excerpts from different religious texts.
3. Creation. Students will explore various creation theories.
School-to-Career/Tech Prep Link:
Careers in moral and ethical development will be explored. Psychology, law enforcement, law, counseling, religious
leaders, etc.
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HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Anticipatory set:
1. Video clips from Schindler’s List showing the treatment of Jews.
2. Song: Give Peace a Chance by John Lennon
Students will:
1. Students will point out lack of moral and ethical behavior and identify characters of it.
2. Students will relate this behavior to Anne Frank’s story. What level of discrimination occurs?
3. Students will compile examples of how discrimination shows itself in everyday life.
4. Students will generate ideas about peace, its importance and how to achieve it.
Class/team/individual product:
1. Students will create a peace campaign. “Save the World” (posters, ad campaigns, etc.).
2. Students will create a protest against Hitler and his Nazi movement by creating artifacts that would be used at the
protest and distributed (posters, flyers, etc.).
3. Students will examine the connection with the tile of the unit to this theme. Students will write a two minute summary
of what they feel the title relates to the theme of moral and ethical issues.
INDIVIDUAL JOURNAL ASSIGNMENT:
What beliefs are important to you? How important to you think it is to act morally and ethically? What do you think the
world would be like if morals and ethics were absent?
HOMELINK:
Students will ask parents to share three important moral, ethical beliefs they feel are important to pass down to their
children. Students will share these three beliefs with the class. Example: Do unto others as you would like done to you.
STATE STANDARD # (5.8.4) (10.8.2) STUDENTS WILL BE ABLE TO Write responses to literature that demonstrate
an understanding of the text and use evidence from the text in support (5.8.4).
Provide specific evidence in support of
an opinion (10.8.2).
ESSENTIAL QUESTION: How does the Universal Theme of Aesthetic Needs create mastery learning of essential
concepts in this unit? State the essential concept(s) that this specific lesson will teach.
10. AESTHETIC NEEDS
Textbook or Database: The Diary of Anne Frank
KNOWLEDGE:
Anticipatory Set:
1. Show the scene from Anne Frank, where Anne opens the box of photos and diary from her father.
2. Video Clip: Schindler’s List
Students will:
1. Discuss with each other a time when they took an important item on a trip with them.
2. Students will examine the black and white film versus the introduction of the hues of red. What does the use of color
symbolize and comment?
COMPREHENSION:
1. Students will explain why it was important for Anne and family to have familiar items around them (Essay).
2. Infer the author/directors meaning behind the use of the color red.
APPLICATION:
Students will show that they do not need most of their prized positions by brainstorming a list of necessities that they
would need to survive.
Anticipatory Set: Show Peter and Anne’s discussion of why Peter removes the Star of David.
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Students will create a (class / team product): Students will create a symbol that represents their group and explain why
it represents their group.
Multicultural and/or ESL and/or Bilingual Link: Students will discuss and explain the pink triangle and how it relates
to the Star of David.
Mathematics/Science Link and/or Humanities Link: Students will label themselves with the symbols and will given
various rules as to what they are allowed to do (discrimination game).
School-to-Career/Tech Prep Link: Police, Military, lawyer, Social Worker
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Anticipatory set: Show scenes from documentaries and news footage from anti-discrimination rallies.
Students will: Students will identify literary elements utilized to reflect a theme.
Class/team/individual product: Students will develop a plan to end discrimination in schools.
INDIVIDUAL JOURNAL ASSIGNMENT:
Students will write about a time they felt discriminated against.
HOMELINK:
Students will interview family members about how discrimination has changed over the years.
STATE STANDARD # 2.5.2 STUDENTS WILL BE ABLE TO think reflectively and critically about historical events
and contexts and increase understanding of moral and ethical obligations to humanity. Students will be able to apply
information from the unit to their current lives and situations.
ESSENTIAL QUESTION:
How does the discipline/sub-discipline of Music and Fine Arts relate to mastery learning of Anne Frank and the
Holocaust? State the essential concept(s) that this specific lesson will teach.
Can I define genocide? Can I describe the devastating effects of genocide? Can I infer and summarize moral and ethical
relationships related to genocide?
11. MUSIC OR FINE ARTS
Textbook or Database: None or previous materials utilized in the unit.
KNOWLEDGE:
Anticipatory Set: Song: Judas Priest – Genocide
Students will: List phrases that may be historically correct.
COMPREHENSION:
1. Students will debate genocide issues.
2. Students will debate population control.
3. Students will debate birth control/abortion.
APPLICATION:
Students will diagram a song and indicate how it applies to the Jewish dilemma.
Anticipatory Set:
1. Song: Will the Circle Be Unbroken
2. Free to be You and Me
Students will create a (class / team product): Students will create a rap/song about discrimination and/or acceptance.
Multicultural and/or ESL and/or Bilingual Link: Investigate how rhythms vary in music from culture to culture.
Songs from various cultures will be played in class.
Mathematics/Science Link and/or Humanities Link: Investigate how rhythms vary in music from culture to culture.
Songs from various cultures will be played in class.
School-to-Career/Tech Prep Link: Discuss careers in music.
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HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Anticipatory set:
1. Video Clips from “Fiddler on the Roof” and “Yentl.”
2. Celebration song family sings after thief enters the building.
Students will: Students will identify and justify how music helps people “cope” with problems in their lives.
Class/team/individual product: Students will select songs they find comfort in and that help them “cope.” Students will
then prepare presentations about how and why the songs comfort them.
INDIVIDUAL JOURNAL ASSIGNMENT:
What does music mean to you? What benefit does music provide for people? What is music used for in daily lives?
HOMELINK:
Students will ask parents and families about songs and music important or representative of their family and/or culture.
Students will bring in the music to share in groups and/or with the class.
STATE STANDARD # (5.8.4) (10.8.2) STUDENTS WILL BE ABLE TO Write responses to literature that demonstrate
an understanding of the text and use evidence from the text in support (5.8.4). Provide specific evidence in support of an
opinion (10.8.2).
ESSENTIAL QUESTION:
How does the discipline/sub-discipline of culture relate to mastery learning of Anne Frank and the Holocaust? State the
essential concept(s) that this specific lesson will teach.
Can I compare and contrast my culture with a different one?
Can I identify aspects of culture appreciation?
Can I write and prepare a presentation on culture awareness?
12. Culture
Textbook or Database:
ABC/Clio on-line
CultureGrams on-line
Various books on other cultures
Encyclopedia Britannica
KNOWLEDGE:
Students will outline their group research project on a culture other than their own or America
Anticipatory Set: Show video clips from National Geographic documentaries showcasing various cultures. Brainstorm a
list of the students’ favorite foods, music, and activities
Students will: Be able to identify the unit of currency, the form of government, the language, the religion, the music in
America and in their own culture.
COMPREHENSION:
1. Students will rewrite information they locate about their assigned culture into a research project and research paper.
2. Students will give examples of artifacts that represent their assigned culture.
3. Students will defend the need for cultural awareness.
4. Students will extend this presentation by including interactive artifacts such as food, music, or dance.
APPLICATION:
1. Students will operate a computer and LCD projector to present their power point presentation to the class.
2. Students will demonstrate project delegation to prepare their final products.
Anticipatory Set: Show students examples from previous years.
Students will create a (class / team product): Students will create a poster/power point with the currency, population,
religion, food, etc, of the culture that the group researched.
Multicultural and/or ESL and/or Bilingual Link: The project itself is multicultural
Mathematics/Science Link and/or Humanities Link: Convert assigned culture’s currency to US Dollar.
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School-to-Career/Tech Prep Link:
Translators
United Nations Ambassadors
Bank Tellers
Border Patrol
Travel Agents
Travel Industry
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Anticipatory set: Comparison of German and Jewish cultures using a Venn Diagram
Students will: Compare and contrast your own culture with the one you just researched.
Class/team/individual product: Present to the class the power point that you created with your group.
INDIVIDUAL JOURNAL ASSIGNMENT:
Write as if you were a teenager in another country besides America or the country (ies) where your relatives are from.
Tell about your day. Describe the things you did today, what you ate, and what the news is saying about the leader of
your country.
HOMELINK:
Ask parents about the culture of their relatives back through at least two generations
STATE STANDARD # 5.1.9 STUDENTS WILL BE ABLE TO Name and identify countries, capitals, and main
top9ographical features of each country on a map.
ESSENTIAL QUESTION:
How does the discipline/sub-discipline of Geography relate to mastery learning of Anne Frank and the Holocaust? State
the essential concept(s) that this specific lesson will teach.
Can I learn the names of the countries of Europe surrounding the area of Hitler’s Reich?
Can I describe the geographical demographics of that region? Can I share with my group what living there would be like?
13. Geography
Textbook or Database: 8th grade History textbook various books on European countries also atlases and maps
KNOWLEDGE:
Study of the geographical area of the world associated with Hitler regime.
Anticipatory Set:
1. Brainstorm list of European countries.
2. Visual maps of the world.
Students will:
1. Identify various European countries on the world map.
2. Identify Germany on the world map and proximity of the countries he conquered.
COMPREHENSION:
1. Students will give examples of crops grown in the region, weather patterns, recreational activities based on climate and
terrain, etc.
2. Students will estimate the area of land that fell under Hitler’s control at his peak of leadership.
APPLICATION:
Anticipatory Set: Picture inclusive of all the land Hitler conquered (pictured as one country).
Students will create a (class / team product): Students will create a map of Europe.
Students will show the various demographics of the countries on the map.
Multicultural and/or ESL and/or Bilingual Link: (This entire project and activities is multicultural.)
Mathematics/Science Link and/or Humanities Link: Track distances between countries, miles conquered, etc.
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School-to-Career/Tech Prep Link: UN Ambassadors, cartographers, careers in the military,
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Anticipatory set: Venn diagram presentation
Students will:
1. Students will compare and contrast characteristics of the different European countries.
2. Students will compare maps of Europe then to maps of Europe now. Students will differentiate the changes.
Class/team/individual product: Students will create a written report/presentation with visual overheads summarizing the
changes in Europe over the years? Students will identify reasons why they believe these changes occurred and justify their
beliefs.
INDIVIDUAL JOURNAL ASSIGNMENT:
What do you think it would be like to live in a different country? Do you have any that you think you would want to live
in?
HOMELINK:
Ask parents to find out their history. What countries are your family members from? Have students share with the class.
Make supported inferences or
STATE STANDARD # 3.8.2, 3.8.3, 5.8.4, 10.8.2 STUDENTS WILL BE ABLE TO
predictions about characters’ motives and consequences of actions (3.8.2). Explain an author’s view related to a
historical/cultural context (3.8.3). Write responses to literature that demonstrate an understanding of the text and use
evidence from the text in support (5.8.4). Provide specific evidence in support of an opinion (10.8.2).
ESSENTIAL QUESTION:
How does the discipline/sub-discipline of literature relate to mastery learning of Anne Frank and the Holocaust? State the
essential concept(s) that this specific lesson will teach. Can I identify a literary text and tools used to provide literary
perspective? Can I relate to a character in a literary text and make inferences about the character’s actions and beliefs?
Can I write about my opinions and provide evidence to support them?
14. Literature
Textbook or Database: Number the Stars by Lois Lowry
KNOWLEDGE:
Students will read the novel, discuss elements of the text, relate it to the unit and complete activities.
Anticipatory Set:
1. Various video clips of people fleeing from danger, escaping, etc.
2. Anne Frank Remembered (DVD)
Students will:
1. Students will read the novel.
2. Students will describe literary elements related to the text and describe how they contribute to the literary perspective.
3. Students will identify with characters and outline their characteristics.
4. Students will state information about the text and opinions about the text.
COMPREHENSION:
1. Students will infer actions and beliefs about the character’s actions, feelings, and thoughts.
2. Students will predict future events within the novel.
3. Students will explain aspects of the text and give specific examples.
4. Students will summarize various elements of the text.
APPLICATION:
Anticipatory Set: Visual clips of stars in the sky.
Students will create a (class / team product):
1. Students will create a “memorial” for the Holocaust. Students will create a visual representation as a tribute to those
who suffered and died in the Holocaust.
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2. Students will prepare a presentation of their memorial and show it to the class.
3. Students will relate the novel to the theme of the unit.
Multicultural and/or ESL and/or Bilingual Link: Students will explore other events and examples of genocide.
Mathematics/Science Link and/or Humanities Link: Star gazing and astronomy
School-to-Career/Tech Prep Link: Astronomers, scientists, historians, teachers
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Anticipatory set:
1. Past student examples of the project
2. Video clips of people escaping and feeling danger.
3. List of different ways Jews escaped from Nazis
4. Video clip: The Kinder Transport
Students will:
1. Students will compile ideas of how to escape and flee from danger.
2. Students will relate ideas of escape to “escaping” from the Nazis.
Class/team/individual product: Students will create presentation/project about a “new” way to escape and flee from
danger. How would you find a way to save yourself from the Nazis?
INDIVIDUAL JOURNAL ASSIGNMENT:
Have you ever felt in danger? What did you do?
HOMELINK:
Have students to ask parents and families about times they had to “escape” and/or flee from danger. Students will share
these stories with the class.
STATE STANDARD # 3.8.2, 3.8.3, 5.8.4, 10.8.2 STUDENTS WILL BE ABLE TO Make supported inferences or
predictions about characters’ motives and consequences of actions (3.8.2). Explain an author’s view related to a
historical/cultural context (3.8.3). Write responses to literature that demonstrate an understanding of the text and use
evidence from the text in support (5.8.4). Provide specific evidence in support of an opinion (10.8.2).
ESSENTIAL QUESTION:
How does the discipline/sub-discipline of Theatre relate to mastery learning of Anne Frank and the Holocaust? State the
essential concept(s) that this specific lesson will teach. Can I identify a literary text and tools used to provide literary
perspective? Can I relate to a character in a literary text and make inferences about the character’s actions and beliefs?
Can I write about my opinions and provide evidence to support them?
15. Theatre
Textbook or Database:
1. The Diary of Anne Frank (dramatic play version)
2. 8th grade English text
3. Anne Frank Remembered (DVD)
KNOWLEDGE:
Anticipatory Set:
1. Anne Frank Remembered (DVD)
2. Video Clips from the Diary of Anne Frank
Students will:
1. Students will read the play together in class.
2. Students will describe literary elements related to the text and describe how they contribute to the literary perspective.
3. Students will identify with characters and outline their characteristics.
4. Students will state information about the text and opinions about the text.
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COMPREHENSION:
1. Students will infer actions and beliefs about the character’s actions, feelings, and thoughts.
2. Students will predict future events within the novel.
3. Students will explain aspects of the text and give specific examples.
4. Students will summarize various elements of the text.
APPLICATION:
Students will act out components of the play and “reconstruct” the events to fit modern times.
Students will demonstrate knowledge of understanding the themes associated with the video clips presented and the unit
in general.
Anticipatory Set:
1. Video clips from Anne Frank
2. Five scenes will be selected that illustrate important aspects and themes of the play and unit.
Students will create a (class / team product):
1. Students will prepare a summary of their assigned video clip and how describe how it relates to the themes of the unit.
Multicultural and/or ESL and/or Bilingual Link:
1. Students will explore other events and examples of genocide.
2. Discuss Anne Frank’s quote: “We are not the only race that has been made to suffer.” Show examples of different
cultures and races being discriminated against throughout history.
Mathematics/Science Link and/or Humanities Link: Theatrical production
School-to-Career/Tech Prep Link: Teachers, stage production, entertainment business, etc.
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Anticipatory set:
1. Anne Frank Remembered
2. Video Clips: The Diary of Anne Frank
Students will:
1. Students will create a dramatic scene within a group and present it to the class.
2. Students will relate the events of The Diary of Anne Frank and the Holocaust to modern events and experiences.
3. Students will modify the concepts and create a “modern” version of the themes and lessons learned from the text and
history.
Class/team/individual product: The dramatic skit
INDIVIDUAL JOURNAL ASSIGNMENT:
What can we learn from Anne Frank and the Holocaust? What do we see in our daily lives that reminds us of the
experiences of Anne Frank and others?
HOMELINK:
Have students ask parents about seeing things “live.” What events, activities have they seen on a stage or as dramatic
entertainment? How does being there and seeing things reenacted in person feel? What is it like? Students will share these
with the class.
STATE STANDARD 6.8.1, 6.8.2, 4.8.3 STUDENTS WILL BE ABLE TO: Establish a purpose for writing after
processing information from story, speech, and role-playing.
ESSENTIAL QUESTION: How tolerant are we as a society? How tolerant am I as an individual?
16. Character Education/Tolerance
Textbook or Database: The Sneetches by Dr. Seuss, KLVX video streaming of speech, “I Have a Dream”
KNOWLEDGE:
25
Anticipatory Set: Ask students to explain what makes people different from one another. Is it the way they look? The
way they act? The things they like to do? The things they own? Give half the class star stickers and instruct them to put
them on their foreheads. Ask if that star is enough to make them different. Ask if the students who have stars are happy
and if the students who do not have stars are unhappy. Make sure they explain their opinions. Tell students that they are
going to learn about treating people who are different from them with tolerance. Give stars to the rest of the class.
Students will: describe people who would be considered strangers (i.e. people they don’t know, people that look
different, people who don’t belong to their group). Ask students to explain why we must treat all with kindness. Make
sure they state in their explanation that the Jews were prisoners of Nazi Germany, but guide students to think beyond that
as well.
COMPREHENSION:
Tell students that you wonder something about the book and you hope the class can help you. Explain that you would like
to know how things changed on the beaches after Sylvester McMonkey McBean left. Ask them to think of a scenario that
could not have happened BEFORE McBean came, but may have happened AFTER McBean came. If they can’t, offer
your own example: BEFORE McBean, Star-bellied Sneetches would have sat separately from Plain-bellied Sneetches on
the school bus but AFTER they would have sat together. Allow a few volunteers to offer examples.
APPLICATION:
Anticipatory Set: Read The Sneetches, by Dr. Seuss. Ask students to explain why the Star-bellied Sneetches disliked the
Plain-bellied Sneetches. Guide them to realize that their hatred was based simply on the way they looked and a desire to
be superior. Ask students to explain in their own words what the Sneetches learned from their experience with Sylvester
McMonkey McBean.
Students will create a (class / team product): Instruct students to work with 3-4 other students to plan a new
before/after scenario to role-play before the class. Each part should take no more than one minute to perform, and the
performance should have a sign to explain the before and a sign to explain the after. (For example, the before sign would
say: "Before McBean, Star-bellies only sat with Star-bellies on the school bus." The after sign would say: "After McBean,
Star bellies and Plain-bellies sat together.")
Multicultural and/or ESL and/or Bilingual Link: Ask students to think of real-life situations where people have been
discriminated against based on their religion, race, ethnicity, gender, etc. For each situation, ask the class to identify the
Star-bellied Sneetches and the Plain-bellied Sneetches and ask what would be different if McBean came to teach them
tolerance. Possible situations to discuss are: African Americans’ treatment during slavery, Native Americans’ treatment on
the Trail of Tears, Jews’ treatment in Nazi Germany, Women’s treatment before equal rights, Muslim’s treatment after
9/11, etc.
Mathematics/Science Link and/or Humanities Link: Because of advances in technology and science, people can now
choose the sex of their future children using scientific modifications. Would you consider choosing the sex and possibly
other attributes of your future children based on what you feel is socially desired? Do you think “tampering” with science
and nature in this manner should be tolerated? Is it socially acceptable?
School-to-Career/Tech Prep Link: Research doctors, scientists, fertility specialists who delve into genetic restructuring
and family planning.
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Anticipatory set: Tell students that it is very important to have tolerance in society. Explain that it is important to push
the government to make laws that are fair to everyone.
Show clip from Dr. Martin Luther King Jr.’s speech, “I Have a Dream” to illustrate the coming changes in segregation
and integration in our society.
Students will: Write a letter to a local Congressman.
Class/team/individual product: Have the class write letters to local Congressmen explaining why it is so important to
have laws that fight discrimination and encourage tolerance. For more information on laws and your local Congressmen,
use references to Time For Kids Research Tools, Thomas: Legislative Information on the Internet, and the AntiDefamation League.
INDIVIDUAL JOURNAL ASSIGNMENT:
Write about a time when you feel that you were discriminated against based on your sex, race, or what you look like.
How did it make you feel? How did you handle the situation?
26
HOMELINK:
Ask your family if anyone has ever been discriminated against? Why? How did they feel about the experience? Did it
change their actions, thoughts, or beliefs?
STATE STANDARD # 6.8.1, 6.8.2 STUDENTS WILL BE ABLE TO
following the theme.
Interpret existing poetry and write a poem
ESSENTIAL QUESTION: What does the word “peace” mean to you? Is your definition of peace similar to how the
dictionary defines peace? Can peace mean different things to different people? How do we, as a society, decide what
peace is?
17. Poetry
Textbook or Database: One World Mural from www.tolerance.org
KNOWLEDGE:
Anticipatory Set: Begin the activities by introducing the "One World Mural” to students. Log onto the Internet via a
classroom computer or a computer in the school library, and let students see and explore the Mural. Bring the class back
together, and ask them what "One World" means to them. You might offer an initial suggestion "peace," for example.
Write student responses on the board, or collect them on a large sheet of paper, which you can later hang on a wall.
Students will: Ask each student to select one of the words from the class's brainstorming session. Then instruct each
student to write a metaphorical definition of the chosen word. For example: "Peace is a hug between a Palestinian and an
Israeli."
COMPREHENSION:
As a free verse exercise, ask students to write a letter to someone who champions the "One World" cause (a Nobel Peace
Prize winner) or to someone affected by hatred (hate crime victim.) Instead of clichéd phrases, can students come up with
new images and metaphors to get their ideas across? Ask each student to analyze the letter's tone. Is the letter's overall
tone imperative, interrogatory, declarative or exclamatory? To transform their letters into verse, students then break the
text into lines and stanzas and add punctuation to emphasize the pieces' tones.
APPLICATION:
Anticipatory Set: Show examples of Haiku and acrostic poems. Do an example of each as a class, using words from
earlier class brainstorming session.
Students will create a (class / team product): Using words identified in the class brainstorming session, challenge
students to create acrostics. Generally, the text of the poem should complete a sentence or a thought. For example:
"Peace"
Provides
Everyone
Around the world with
Chances for
Enduring love
Multicultural and/or ESL and/or Bilingual Link: Go back to the mural, “One World.” What does "One World" look
like? Have students write about "One World" in haiku, which is a poem of three lines that have 5-7-5 syllables. There is
also the American form of the haiku which has 3 lines, with 3-5-3 words.
Mathematics/Science Link and/or Humanities Link: Do the above activity, making sure that the lines and syllables
required are correct. Work in teams or with partners and read and check each other’s poems.
School-to-Career/Tech Prep Link: Invite LVMPD Hate Crimes Unit members/Psychologists to talk to class.
HIGHER ORDER THINKING SKILLS (H.O.T.S.):
Anticipatory set: Show pictures/images of people who have lost their lives because of hatred.
27
Students will: write poems about people who have lost their lives because of hatred. Students can focus on nationally
known victims like Anne Frank or Matthew Shepard. Students can also choose to write about a hate crime victim from
their own school, neighborhood, city or state.
Class/team/individual product: Students will work with teams to create a class book of hate crime poetry. Teams will
compile their poems into book form, and combine their pages with pages from other teams to create a class book.
Students will also have the option of illustrating their poetry.
INDIVIDUAL JOURNAL ASSIGNMENT:
Why do you think using/writing poetry is a good way to express yourself? Have you ever written a poem to show or
release your feelings? What happened?
HOMELINK:
Share your poems and thoughts about the “One World” mural with your family. How does your family feel about the
mural? Your poetry?
28
MORAL / ETHICAL / SPIRITUAL
REASONING AND DILEMMAS
FOR CHARACTER EDUCATION
TEN ETHICAL DILEMMAS
(Must be set in context of unit, but must also relate to the lives of today's students)
STATE STANDARD #
.
ESSENTIAL QUESTION: How does the content of this unit reflect character education through Moral and Ethical
dilemmas?
1.
Producing, Exchanging, and Distributing [Economics]
ESSENTIAL QUESTION: How does the Human Activity of Producing, Exchanging and Distributing create
moral/ethical dilemmas?
DILEMMA:
2.
Transportation
ESSENTIAL QUESTION: How does the Human Activity of Transportation create moral/ethical dilemmas?
DILEMMA:
3.
Communications
ESSENTIAL QUESTION: How does the Human Activity of Communications create moral/ethical dilemmas?
DILEMMA:
4.
Protecting and Conserving
ESSENTIAL QUESTION: How does the Human Activity of Protecting and Conserving create moral/ethical
dilemmas?
DILEMMA:
5.
Providing Education
ESSENTIAL QUESTION: How does the Human Activity of Providing Education create moral/ethical dilemmas?
DILEMMA:
6-10 will be found in the writing template as per page 2.
29
MORAL / ETHICAL / SPIRITUAL
REASONING AND DILEMMAS
FOR CHARACTER EDUCATION
TEN ETHICAL DILEMMAS
(Must be set in context of unit, but must also relate to the lives of today's students)
STATE STANDARD # 4.8.11.
ESSENTIAL QUESTION: How does the content of this unit reflect character education through Moral and Ethical
dilemmas? (Number two Ethical Dilemma’s are taken from unit entitled “Holocaust or Hologram: Yes it really did
happen.”
1.
Producing, Exchanging, and Distributing [Economics]
ESSENTIAL QUESTION: How does the Human Activity of Producing, Exchanging and Distributing create
moral/ethical dilemmas?
DILEMMA: You are about to go into hiding because you are a Jew in Nazi Germany during WWII. You must give up all
of your worldly possessions with your chances of survival being very low. Would you be willing to stay with your
possessions and face certain death or go into hiding?
You are a 53 year old Jewish gemologist, skilled in fashioning beautiful jewelry. Borman, one of Hitler's secretaries,
comes to your store. As your knees knock together, he explains that the Fuehrer wants to give Eva a necklace of 32 karat
diamonds and he wants YOU to design it. The money he offers you is exorbitant. It would make escape possible for many
Jews. The Gestapo may shoot you if you refuse. They may not like your work... they may not have the money... What do
you do on the delivery date?
2.
Transportation
ESSENTIAL QUESTION: How does the Human Activity of Transportation create moral/ethical dilemmas?
DILEMMA: You are a Nazi train conductor. You see your friends and neighbors being loaded on the trains heading to
the death camps. What would you do?
You are a 60 year old farmer--German, but a Jewish sympathizer. In the mornings you take your eggs and produce to
market in the city. In the evening, you could take a straw covered load of Jews out to the farm and start them on the trail
to freedom. Time to time you do encounter Gestapo cars---what you are doing is illegal---but, what the Gestapo are doing
is wrong---what would you do?
3.
Communications
ESSENTIAL QUESTION: How does the Human Activity of Communications create moral/ethical dilemmas?
DILEMMA: Phone is ringing in the house. Mr. Dussel is pressuring Mr. Frank to answer it. If you were Mr. Frank would
you have answered it or let it ring? Why? What are the possible repercussions?
You are a seven year old German boy with a bicycle. You used to love to ride bikes with your buddy Ishmael, but he is no
longer allowed to ride bikes. You used to always make a special trip on Mondays through the park and across the bridge
to deliver a package for Ishmael's grandpa. Since Ishmael no longer has a bike, they have asked you to make the trip and
deliver the package. They will pay you. Since the teacher has been talking about associating with Jews, you are having
second thoughts about this. You could continue delivering the package, you could tell them "no", or you could turn them
in. What would you do?
4.
Protecting and Conserving
ESSENTIAL QUESTION: How does the Human Activity of Protecting and Conserving create moral/ethical
dilemmas?
30
DILEMMA: Jews were selected to be policemen in the ghettos. Men accepted this role thinking it would afford them
some safety because their services were needed by the Germans. Would you accept this position and help carry out the
Yudenrat or hide?
5.
Providing Education
ESSENTIAL QUESTION: How does the Human Activity of Providing Education create moral/ethical dilemmas?
DILEMMA: Anne Frank’s diary was an intimate history of her life. Her father read it and published it. Anne Frank
expected this would stay private and for her eyes only when she wrote it. Would you have published it if you were Mr.
Frank? How would you feel if your diary was published?
You are a literature professor at the University of Leipzig. Your personal collection of literature is unparalleled. For years
you have visited used book stores, accumulating these archives. Now Goebels has published a list of illegal books that
need to be burned. Many of these titles are in your library. The list becomes longer and longer---Should you hide your
books, should you offer some to be burned to avert suspicion or should you obey the law?
6.
Making and Using Tools and/or Technology
ESSENTIAL QUESTION: How does the Human Activity of Making and Using Tools and/or Technology create
moral/ethical dilemmas?
DILEMMA: Schindler’s list was able to save people by putting them on a list to work in a factory. Was it a tool for
change? How did he choose who he could save? Do you think he suffered by his decisions?
You are a fourteen-year-old working at a steel fabrication factory. The factory is responsible for making crematory ovens
and devices for gas chambers in concentration camps. They are doing this because they are being paid well by the Nazis.
You have just become aware of the destructive products you have been a part of putting together. What do you do? Do
you inform others of this work? Do you continue to work for the factory? Do you quit and not tell?
7.
Providing Recreation
ESSENTIAL QUESTION: How does the Human Activity of Providing Recreation create moral/ethical dilemmas?
DILEMMA: Was it acceptable for Jews, who did not look Jewish, to take off armbands to go into town for food or
recreation?
Your classmates are playing a game that you would like to play. As you approach them you realize they are being very
insulting to a student of the Jewish religion. They all want you to play. You have nothing else to do. Will you join the
game? Will you say something about the insults? What would you do?
8.
Organizing and Governing
ESSENTIAL QUESTION: How does the Human Activity of Organizing and Governing create moral/ethical
dilemmas?
DILEMMA: Entire villages were emptied and their inhabitants loaded into cattle cars to go to labor camps. It became
apparent to the passengers they would not survive. Soldiers informed them they would be shot if they tried to escape.
Your mother encourages you to go through the window and leave. You know she may be shot along with all the
passengers if you do. What is your choice?
As groups discuss what it would be like to be a citizen under the absolute power of Hitler, pretend you are a student at a
school where the parents and principal have decided that everyone must wear identical uniforms, dye their hair blond and
get blue colored contacts--because students will then not be ridiculed for looking different. Everyone will be the same.
You do not want to wear a uniform. You want to be an individual. What will you do? Do you wear the required uniform
to avoid trouble? Or do you dress in regular clothes even though you will get in trouble and be suspended or expelled?
9.
Moral, Ethical and Spiritual Behavior
31
ESSENTIAL QUESTION: How does the Human Activity of Moral, Ethical and Spiritual Behavior create
moral/ethical dilemmas?
DILEMMA: In 1942, the Yudenrat required all males over the age of fourteen in the ghettos to meet in the village
marketplace. Men from other villages were already assembled; Germans with rifles forced the men to march six in a row
for twenty-four miles. Six men were pulled from the group and shot. No one attempted to escape or resist. 1500 Jews died
of exposure, being hanged, or shot. Would you leave your family by running away or resist?
Two men armed with machine guns burst into your home and threaten to kill all the members of your family if just one of
you makes an unnecessary move or does not do what you are told. You have no real idea what the men plan to do with
you. You are always under guard. Several days pass. Your food supply begins to dwindle. Some of your family members
get sick. What would you do? What would your feelings be? What would you hope for? After several days you find out
that the men will kill you all. How would you react then? After brainstorming this situation, discuss how you have just
proven that the Jewish victims in Nazi prisons responded not in a "Jewish" way, but in a typically human way.
10.
Aesthetic Needs
ESSENTIAL QUESTION: How does the Human Activity of Aesthetic Needs create moral/ethical dilemmas?
DILEMMA: The swastika is a derivative of an ancient symbol found around the world. It is ok to wear the ancient
symbol as jewelry? Can a teacher wear it when teaching?
A controversial art exhibit from the Holocaust Museum in Washington D.C. is soon to visit your city's Jewish Community
Center. Issues within the community have been raised as to the appropriateness of the context for school age groups.
Should restrictions be placed on this exhibit? You are the teacher. Will you bring your students to see it?
32
PRODUCTIVE THINKING SKILLS
DIVERGENT / CREATIVE THINKING
1.
BRAINSTORM MODEL
A. BRAINSTORM ALL OF THE
AHA #1:
AHA #2:
AHA #3:
AHA #4:
AHA #5:
AHA #6:
AHA #7:
_ _______
.
AS YOU CAN THINK OF.
B. BRAINSTORM AS MANY
AHA #8:
AHA #9:
AHA #10:
AHA #11:
AHA #12:
AHA #13:
AHA #14:
?
C.
HOW MANY WAYS CAN YOU COME UP WITH TO
AHA #15:
AHA #16:
AHA #17:
Random Brainstorm:
2.
VIEWPOINT MODEL (Human or Animate) USE CULTURAL LITERACY TERMS
A. HOW WOULD
LOOK TO A(N)
?
AHA #1:
AHA #2:
AHA #3:
AHA #4:
AHA #5:
AHA #6:
AHA #7:
AHA #8:
B. WHAT WOULD A
AHA #9:
AHA #10:
AHA #11:
AHA #12:
AHA #13:
AHA #14:
AHA #15:
AHA #16:
AHA #17:
MEAN FROM THE VIEWPOINT OF A(N)
2-6 will be found in the writing template as per page 2.
33
?
PRODUCTIVE THINKING SKILLS
DIVERGENT / CREATIVE THINKING
1.
BRAINSTORM MODEL
A. BRAINSTORM ALL OF THE _ _______
.
AHA #1: Activities you can do in silence
AHA #2: Things you would take with you to the annex
AHA #3: Differences between present day and WWII
AHA #4: Modes of transportation during WWII
AHA #5: Ways the annex dwellers could have escaped
AHA #6: Types of food the annex dwellers could conserve
AHA #7: Things Anne could not do in the annex
B. BRAINSTORM AS MANY
AHA #8: personality traits
AHA #9: survival supplies
AHA #10: forms of government
AHA #11: forms of discrimination
AHA #12: cultural groups
AHA #13: WWII songs
AHA #14: Hanukkah traditions
AS YOU CAN THINK OF.
?
C.
HOW MANY WAYS CAN YOU COME UP WITH TO
AHA #15: stay quiet
AHA #16: keep busy
AHA #17: get along with others
Random Brainstorm: hate
Random Brainstorm: erase discrimination
Random Brainstorm: identify discriminating terms
Random Brainstorm: exterminate a race
2.
VIEWPOINT MODEL (Human or Animate)
LOOK TO A(N)
A. HOW WOULD
AHA #1: freedom – Anne Frank
AHA #2: slavery – African American
AHA #3: the return of Mouschi -- Peter
AHA #4: a damaged fur coat – Mrs. Van Dann
AHA #5: a visit by the Nazis – Miep and Mr. Kraler
AHA #6: a seven course meal – Mr. Van Dann
AHA #7: Yellow star -- Nazi
AHA #8: Jew -- Nazi
MEAN FROM THE VIEWPOINT OF A(N)
B. WHAT WOULD A
AHA #9: computer -- WWII
AHA #10: swastika -- Jew
AHA #11: Star of David - Nazi
AHA #12: swastika -- Nazi
AHA #13: Star of David – Jew
AHA #14: Pink Triangle -- Nazi
AHA #15: Pink Triangle – Christian coalition
AHA #16: Black president -- KKK
AHA #17: KKK – black president
C.
VIEW THIS?
HOW WOULD
(Use one person from history here)
34
?
?
1: Anne Frank
2: Adolf Hitler
3: Winston Churchill
4: Peter Vann Dann
5: General Eisenhower
6: Joseph Stalin
3.
INVOLVEMENT MODEL (Personification / Inanimate object brought to life)
?
A. HOW WOULD YOU FEEL IF YOU WERE
AHA #1: yellow star of David
AHA #2: pink triangle
AHA #3: the annex
AHA #4: swastika
AHA #5: radio
AHA #6: ration books
AHA #7: concentration camp
, WHAT WOULD YOU (SEE, TASTE, SMELL, FEEL, etc.)?
B. IF YOU WERE A
AHA #8: Jew during WWII
AHA #9: Nazi
AHA #10: Leader of a nation
AHA #11: Jewish parent during this era
AHA #12: prisoner
AHA #13: worker at the concentration camp
AHA #14: child during this era
. DESCRIBE HOW IT FEELS.
C. YOU ARE A
AHA #15: Jewish parent during this era
AHA #16: child during this era
AHA #17: conductor on a death train
Random Involvement / Personification: American general on D-Day
Random Involvement / Personification: Nazi general on D-Day
Random Involvement / Personification: annex
Random Involvement / Personification: German citizen (anglo)
4.
CONSCIOUS SELF–DECEIT MODEL
. WHAT
.
A. SUPPOSE
AHA #1: Hitler never rose to power – would change about the Holocaust
AHA #2: The Franks waited to go into hiding – would be different about when they were caught
AHA #3: D-Day was a failure – would the outcome of the war be
AHA #4: Germany won the war – would be the implications
AHA #5: Japan never bombed Hawaii – would have been U.S.’s reaction to the war
AHA #6: Hitler was stopped at Poland -- would be the implication
AHA #7: present day media coverage was available – would happen to the length of the war
AHA #8: You were a poor German – would have been your reaction to the Nazi movement
AHA #9: You were a Jew in Germany – would you have done
. WHAT
B. YOU CAN
AHA #10: rule the world – would you do
AHA #11: change history – would you change
AHA #12: be Hitler – would you do
AHA #13: live with the Franks – would you tell them
AHA #14: live with the Franks – would it be like
AHA #15: warn the Franks – would you say or do
AHA #16: save one family member – would make your decision
35
?
AHA #17: turn in the Franks – would you do
Random: read minds – would you do with the knowledge
Random: make people do your requests – would you make them do
Random: control the weather – would you do in your city
Random: kill someone without repercussions – would you do
5.
FORCED ASSOCIATION MODEL
LIKE
A. HOW IS
AHA #1: the Star of David – a swastika
AHA #2: Nazi flag – American flag
AHA #3: Hitler -- Bush
AHA #4: concentration camp -- school
AHA #5: concentration camp – Iraqi prison camp
AHA #6: a camp train – underground railroad
AHA #7: love -- hate
?
TO IMPROVE
B. GET IDEAS FROM
AHA #8: Hitler – race relations
AHA #9: children – race relations
AHA #10: Anne Frank -- tolerance
AHA #11: flower – war strategies
AHA #12: annex – family/group dynamics
AHA #13: a tree – growth of democracy
AHA #14: the Holocaust -- morality
. EXPLAIN
C. I ONLY KNOW ABOUT
AHA #15: video games – the Olympics
AHA #16: rap – broadway musical
AHA #17: school – concentration camps
Random: Jerry Springer -- history
Random: TV -- trust
Random: Anne Frank – Helen Keller
Random: Spanish -- Jewish
6.
REORGANIZATION / SYNECTICS MODEL
A. WHAT WOULD HAPPEN IF
AHA #1: Hitler never came to power
AHA #2: Hitler had been a successful artist
AHA #3: Hitler had invaded the U.S.
AHA #4: There were no gas chambers
AHA #5: WWI never occurred
AHA #6: Anne Frank never learned to read and write
AHA #7: Anne Frank was not Jewish
.
TO ME.
?
(HAPPENED) WHAT WOULD BE THE CONSEQUENCES?
B. SUPPOSE
AHA #8: Hitler was never born
AHA #9: D-Day was a failure
AHA #10: the Franks never went into hiding
AHA #11: there was no WWI
AHA #12: there was no ’29 Depression
AHA #13: there was no discrimination
AHA #14: no racism
C. WHAT WOULD HAPPEN IF THERE WERE NO
AHA #15: bombs/guns
36
?
AHA #16: racists
AHA #17: inequities
Random: communication tools
Random: cars
Random: wars
Random: religion
CULTURAL LITERACY
1.
Dates:
1. 1933 Hitler appointed German Chancellor. Hitler granted dictatorial powers.
2. 1933 First concentration camps erected.
3. 1936 Hitler wins democratic vote with 99% of the vote.
4. 1939 Germany invades Poland (WWII).
5. 1945 May 8th, end of WWII
6. 1929 Anne Frank is born.
7. 1945 Anne Frank dies in a concentration camp.
2.
Names:
Acculturation
anti-Semitism
Auschwitz
Braun, Eva
captivity
Churchill, Winston
conformity
covenant
Dachau
Eisenhower, General
Ethnocentrism
Final Solution
genetics
Germany
Ghetto
Hitler, Adolf (1/4 Jewish, Austrian citizenship)
human rights
Jewish
Kosher
master race
number printed on arm
Oppressor
persecuted
racism
Semitic
stereotype
swastika
Talmud
Torah
Victim
yellow armband
3.
1.
2.
Proper Names:
Adolf Hitler
Eva Braun
11.
12.
Am I my brothers keeper
Aryan Race
blue eyes/ brown eyes
bystander
chosen people
concentration camps
consent of the governed
cruel and unusual punishment
discriminate
ethnic
extinct
Frank, Ann
genocide
Gestapo
Hebrew
Holocaust
interment
Judaism
Liberation
Nazis - Nazism
Nuremberg
Passover
prejudice
rescuer
Stalin, Joseph
survival
systematically exterminated
Third Reich
tradition
WW II
www.uen.org/annefrank
Auschwitz
Winston Churchill
37
3.
4.
5.
6.
7.
8.
9.
10.
Anne Frank
Margot Frank
Otto Frank
Edith Frank
Mr. Dussel
Mr. Van Dann
Mrs. Van Dann
Peter Van Dann
13.
14.
15.
16.
17.
18.
19.
20.
General Eisenhower
Jewish
Gestapo
Nazi
Holocaust
WWII
Mr. Kraler
Miep
4.
Ideas:
1. Everything and anything.
2. Think outside the box.
5.
Phrases
1. "Each of us is constantly forced to make choices. We may find ourselves in one of these four roles."
2. "Always question: blind obedience to a group may bring about undesirable changes":
3. "When changes occur ever so slowly, before you know it, one day you wake up and realize the changes occurred right
under your nose."
4. "If you see Hitler as a madman, you won't be able to recognize another Hitler when he comes along."
5. "We must be wary of euphemisms and make sure we question what we do not understand."
6. "Believing in something is not enough; we must be willing to put our beliefs into action."
7. "The Holocaust shows us we ALL are capable of the ultimate of goodness and evil, and that we may at some time be
forced to choose to do one or the other."
8. "A single death is a tragedy: a million deaths is merely a statistic."
9. "The ultimate measure of a man is not where he or she stands in times of comfort and convenience, but where he/she
stands in times of challenge and controversy."
10. "I was only following orders."
11. "Individual action CAN make a difference."
12. “In Spite of Everything, I still believe people are good at heart.”
13. “She puts me to shame.”
14. “Everyone has inside of him a piece of good news. The good news is that you don’t know how great you can be! How
much you can love! What you can accomplish! And what your potential is!
RESOURCES
I.
BIBLIOGRAPHY – Teacher / Professional Books and Resources
1. Bachrach, Susan. Tell Them We Remember. Toronto, Canada: Little Brown & Company, Publisher, 1994.
2. Bridgman, Jon, The End of the Holocaust; The Liberation of the Camps. Ed. by Richard H. Jones. Portland, Oreg:
Areopagitica Press, 1990.
3. Chamberlin, Brewster, and Marcia Feldman, eds.,The Liberation of the Nazi Concentration Camps, 1945: Eyewitness
Accounts of the Liberators. Washington, D.C. United States Holocaust Memorial Council, 1987.
4. Cooper, David. Literacy: Helping Children Construct Meaning. Boston, MA: Houghton Mifflin, Publisher, 1993.
5. Dawidowicz, Lucy S., The War against the Jews: 1933-1945. New York: Holt, Rinehart and Winston, 1975.
6. Dwork, Deborah. 1991. Children with a star: Jewish youth in Nazi Europe.
7. Friedman, Iva R. The Other Victims: First Person Stories. First person stories of non-Jews persecuted by the Nazis.
Christians, Gypsies, deaf people, homosexuals and blacks who suffered at the hands of the Nazis before and during WW
II.
8. Gilbert, Martin. 1993. Atlas of the Holocaust.
9. Goldberger, Leo, ed., The rescue of the Danish Jews: Moral Courage under Stress. New York: New York University
Press, 1987.
10. Green, Jeff. The Green Book of Songs By Subject. Nashville, Tennessee: Professional Desk References. 1995.
11. Greenfield, Howard. The Hidden Children. 1993. Describes experiences of those Jewish children who were forced
into hiding during the Holocaust and survived.
12. Grun, B. The Timetables of History: A Horizontal Linkage of People and Events. New York: Simon and Schuster,
Inc., 1991.
38
13. Hamilton, Charles, Leaders and Personalities of the Third Reich .San Jose, Calif: R. James Bender, 1984.
14. Hart, Michael, The One Hundred: A Ranking of the Most Influential Persons in History. New York: A & W Visual
Library. 1978.
15. Hellemans, Alexander. The Timetables of Science: A Chronology of the Most Important People and Events in the
History of Science. New York Simon & Schuster, Inc. 1988.
16. Helmreich, Ernst Christian; The German Churches Under Hitler; Detroit, Wayne State University Press. 1979.
17. Hilberg, Raul. The Destruction of the European Jews. New York Holmes & Meier 1985.
18. Hirsch, E.D Jr. Cultural Literacy: What Every American Needs to Know. New York: Vintage Books, 1988.
19. Hirsch, E.D.Jr. and Kett, J.F. The Dictionary of Cultural Literacy: What Every American Needs to Know. Boston:
Houghton-Mifflin Co., 1988.
20. Hitler, Adolf, (translated by Ralph Manheim) Mein Kempf. Boston: Houghton Mifflin 1971.
21. Kershaw, Dan; Popular Opinion and Political Dissent in the Third Reich: Bavaria 1933- 1945. Oxford, Clarendon,
1983.
22. Kjersti, Board. Letters and Dispatches, 1924-1944.
23. Levin, Nora. The Holocaust: The Destruction of European Jewry. Boston, MA: Hougton Mifflin, Publisher, 1967.
24. Lie, Arne Brun, with Robby Robinson, Night and Fog. New York: W.W. Norton, 1990.
25. Lindwer, Willy. The Last Seven Months of Anne Frank. Toronto, Canada: Little Brown & Company, Publisher, 1991.
26. Margolis, Isidor and Sidney L. Markowitz. Jewish Holidays and Festivals.
27. Marwell, Roger, and Heinrich Frankel; The German Cinema; New York, Praeger, 1971.
28. Merti, Betty. The World of Anne Frank: Readings, Activities, and Resources. Portland, Maine: J. Weston Walch,
Publisher, 1984.
29. Merti, Betty. Understanding the Holocaust. Portland, Maine: J. Weston Walch, Publisher, 1982.
30. Miller, Arthur. Incident at Vichy.
31. Nelson, Walter Henry. Small Wonder: The Amazing Story of the Volkswagen; Boston. Little Brown, 1970.
32. Noakes, Jeremey, Ed.; Government, Party, and People in Nazi Germany; Exeter, England, University of Exeter. 1980.
33. Reitlinger, Gerald. The Final Solution. Northvale. NJ : Jason Aronson 1987.
34. Rittner, Carol and Myers, Sondra, Ed. The Courage to Care: Rescuers of Jews.
35. Rosenberg, Maxine B. Hiding to Survive: Stories of Jewish Children. First person accounts of 14 Holocaust survivors
who as children were hidden from the Nazis by non- Jews.
36. Rhue, Morton (T. Strasser). The Wave. Jacksonville, Illinois: Perma-Bound, Publisher, 1981.
37. Rubinstein, Erna, After the Holocaust: The Long Road to Freedom. 1995. Having survived Auschwitz, the author and
her three sisters try to begin life anew in war torn Europe.
38. Rutherford, Ward; Hitler's Propaganda Machine. London, Bison Books, 1978.
39. Shirer, William L. The Nightmare Years. 1930-1940. Little Brown. 1984.
40. Shirer, William L. The Rise and Fall of the Third Reich. New York: Fawcett Crest, 1962.
41. Schindler,Oskar. 1995. Oskar Schindler and his list: the Man.
42. Speer, Albert, 1970. Inside the Third Reich. Mac Millan. Translated by Richard & Clara Winston.
43. Taylor, C.D. Good.
44. Waskow, Arthur. Seasons of Our Oy: A Modern Guide to the Jewish Holidays.
45. Whiting, Charles, and the Editors of Time-Life Books, The Home Front: Germany (World War II series). Alexandria,
Va; 1982.
46. Wiesel, Elie. Night.
47. Zuccotti, Susan. The Holocaust, the French, and the Jews. 1993.
48. The Children We Remember: Photographs from the Archives of Yad Yashem. 1986. Text and photographs briefly
describe the fate of Jewish children after the Nazis began to control their lives.
49. Video Hound's Golden Movie Retriever. Visible Ink Press, 1994.
50. Time-Life Books - The Third Reich. Alexandria, Va.
II.
1.
2.
3.
4.
5.
6.
BIBLIOGRAPHY
Bullock, Alan. Hitler: A Study in Tyranny
Clarke, Comer. Eichmann: The Man and His Crimes.
Edelstein. Anna is Still Here.
Frank, Anna. The Diary of a Young Girl.
Hurwitz and Rosenberry. Anne Frank: Life in Hiding.
Keneally, Thomas. Schindler's List.
39
7. Kuchler-Silberman. My Hundred Children.
8. Nicholson, Michael. Raoul Wallenberg: The Swedish Diplomat Who Saved 100,00 Jews From the Nazi Holocaust
Before Mysteriously Disappearing.
9. Schnabel. Anne Frank: A Portrait in Courage.
10. Sender, Ruth Minsky. To Life.
11. Ten Boom. Hiding Place. Kerr, Judith. When Hitler Stole Pink Rabbit.
12. Lowry, Lois. Number the Stars.
13. Reiss, Johanna. The Upstairs Room
14. Vos, Ida. Anna is Still Here.
15. Yolen, Jane. The Devil's Arithmetic.
16. Lowry, Luis. The Giver
17. Lowry, Luis. Gathering Blue
18. Weisel, Elie. Night
III.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Educational Films / Videos
The Kindertransport
Anne Frank: A Documentary
Death Camps (1996) PBS
The Holocaust (1991) PBS
The Devil's Arithmetic (1999) (TV)
The Diary of Anne Frank DVD
Anne Frank Remembered DVD
Anne Frank - The Whole Story DVD
Surviving Hatred: Witness To The Holocaust
Presidential debates
I was a Member of Hitler’s Youth
National Geographic Series
Toy Making: An Old Fashioned Art
Life in Hiding
IV.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
Commercial Films / Videos
The Diary of Anne Frank (old version)
The Diary of Anne Frank (new version)
Schindler’s List
Hart’s War
Fiddler on the Roof
The Sound of Music
Superman IV
Star Trek Voyage Home
The Diary of Anne Frank DVD
Anne Frank Remembered DVD
Anne Frank - The Whole Story DVD
The Pianist (Widescreen Edition) DVD
Life Is Beautiful DVD
Night and Fog - Criterion Collection (1955) DVD
Schindler's List (Widescreen Edition) (1993) DVD
Shoah (1985) Claude Lanzmann (DVD)
The Pianist
Jacob the Liar
Yentl
Swing Kids
Crash
Sound of Music
V.
Literature / Language Arts (on reserve in Media Center for interest reading)
40
Fiction
23. Kerr, Judith. When Hitler Stole Pink Rabbit.
24. Lowry, Lois. Number the Stars.
25. Reiss, Johanna. The Upstairs Room
26. Vos, Ida. Anna is Still Here.
27. Yolen, Jane. The Devil's Arithmetic.
28. Lowry, Luis. The Giver
29. Lowry, Luis. Gathering Blue
30. Weisel, Elie. Night
31. The Last Six Months of Anne Frank: 8th grade textbook
32. Lois Lowrey, Number the Stars
33. Malka Drucker, Michael Halpern , Jacob's Rescue
34. Ruth Y. Radin, Ruth Yaffe, Escape to the Forest : Based on a True Story of the Holocaust
35. Kathy Kacer, Clara's War (Holocaust Remembrance Book for Young Readers)
36. Susan Goldman, Fireflies in the Dark: The Story of Friedl Dicker-Brandeis and the Children of Terezin
37. Carol Matas, Daniel's Story
38. Michael Spooner, Daniel's Walk Eve Bunting, Stephen Gammell, Terrible Things: An Allegory of the Holocaust
39. Olga Lengyel, Five Chimneys
40. Hana Volavkova, I Never Saw Another Butterfly
41. David A. Adler, Rose Eichenbaum, The Number on My Grandfather's Arm
42. Alicia Appleman-Jurman, Alicia
43. Rena Kornreich Gelissen, Rena's Promise
44. Livia Bitton-Jackson, I Have Lived a Thousand Years
45. Lila Perl, Marion Blumenthal Lazan, Four Perfect Pebbles: A Holocaust Story
46. ANNE FRANK, The Diary of a Young Girl : The Definitive Edition
47. Melissa Muller, Anne Frank: The Biography
48. Ann Frank, Anne Frank's Tales from the Secret Annex
49. Willy Lindwer, The Last Seven Months of Anne Frank
50. Stewart Ross, The Star Houses: A Story from the Holocaust
51. Jane Yolen. The Devil's Arithmetic
52. Mirjam Pressler, Malka
53. Gerda Weissmann Klein, All But My Life : A Memoir Eric Sonderling, Wendy Wassink Ackison, A Knock at the
Door
54. Kathryn Winter, Katarina
55. Eleanor H. Ayer, Parallel Journeys
56. Art Spiegelman, Maus, a Survivors Tale: My Father Bleeds History
57. Art Spiegelman, Maus II : A Survivor's Tale: And Here My Troubles Began
58. David Faber, James D. Kitchen, Because of Romek
59. Inge Auerbacher, Israel Bernbaum (Illustrator), I Am A Star: Child Of The Holocaust
60. Anne L. Fox, Eva Abraham-Podietz, Ten Thousand Children: True Stories Told by Children Who Escaped the
Holocaust on the Kindertransport,
61. Eric A Kimmel, Confronting the ovens: The holocaust and juvenile fiction,
62. Laura Hillman, I Will Plant You a Lilac Tree : A Memoir of a Schindler's List Survivor,
63. Jacqueline van Maarsen, A Friend Called Anne : One Girl's Story of War, Peace and a Unique Friendship with Anne
Frank
64. Andrea Cheng, Marika
65. (Heinemann Plays), The Play of "The Diary of Anne Frank"
Non–Fiction
1. Frank, Anna. The Diary of a Young Girl.
2. Hurwitz and Rosenberry. Anne Frank: Life in Hiding.
3. Keneally, Thomas. Schindler's List.
4. Kuchler-Silberman. My Hundred Children.
5. Schnabel. Anne Frank: A Portrait in Courage.
6. Ten Boom. Hiding Place.
41
7. Rian Verhoeven, Anne Frank : Beyond the Diary - A Photographic Remembrance
8. Menno Metsellar, Inside Anne Frank's House : AN ILLUSTRATED JOURNEY THROUGH ANNE'S WORLD
9. Susan Bachrach Tell Them We Remember
10. Barbara Rogasky, Smoke and Ashes: The Story of the Holocaust
11. Walter Buchignani, Regine Miller, Tell No One Who You Are : The Hidden Childhood of Regine Miller
12. Chana Byers Abells, The Children We Remember: Photographs from the Archives of Yad Vashem, The Holocaust
Martyrs' and Heroes' Remembrance Authority, Jerusalem, Israel
13. Laurel Holliday, Children's Wartime Diaries: Secret Writings from the Holocaust and World War II
14. Darlene Z. McCampbell, Bearing Witness: Stories of the Holocaust
15. Jacob Boas, We Are Witnesses
16. Peter W. Schroeder, Six Million Paperclips, The Making of a Children’s Holocaust Memorial
17. Ward Churchill, A Little Matter of Genocide
18. Anita Lobel, No Pretty Pictures: A Child of War
19. Irene Gut Opdyke, Jennifer Armstrong, In My Hands : Memories of a Holocaust Rescuer
20. Anna Ornstein, Stewart Goldman, My Mother's Eyes: Holocaust Memories of a Young Girl
21. Michael Good, The Search For Major Plagge: The Nazi Who Saved Jews
22. Chana Byers Abells, The Children We Remember: Photographs from the Archives of Yad Vashem, The Holocaust
Martyrs' and Heroes' Remembrance Authority, Jerusalem, Israel
23. Tadeusz Borowski, Barbara Vedder, Jan Kott, Michael Kandel This Way for the Gas, Ladies and Gentlemen
24. Nechama TecSky, Dry Tears: The Story of a Lost Childhood
25. Hanneke Ippisch, Sky: A True Story of Courage During World War II
26. Yehuda Bauer, Nili Keren, A History Of The Holocaust
27. Marilyn Harran, The Holocaust Chronicle
28. Primo Levi, Survival In Auschwitz
29. Deborah E. Lipstadt, Denying the Holocaust, The Growing Assault On Truth And Memory
30. Jonathan Frankel, Dark Times, Dire Decisions
31. Marion A. Kaplan, Jewish Daily Life in Germany, 1618-1945
32. Jean E. Brown, Images from the Holocaust: A Literature Anthology
33. Alexandra Zapruder, Salvaged Pages: Young Writers' Diaries of the Holocaust
34. Wladyslaw Szpilman, The Pianist: The Extraordinary True Story of One Man's Survival in Warsaw, 1939-1945
35. Filip Muller, Eyewitness Auschwitz: Three Years in the Gas Chambers by
36. Susan D. Bachrach, Nazi Olympics, The: Berlin 1936 : (tagline) United States Holocaust Museum
VI.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Poetry
You've Got To Be Taught
TO THE LITTLE POLISH BOY STANDING WITH HIS ARMS UP By: Peter L. Fischl
We are the Children of the Holocaust by Rudi Raab
The Sighbrary (one of many written by children available on www.remember.org )
There are People at my School who Hate me and I never met them by josh Bob (one of many written by children
available on www.remember.org )
BirdSong by Anna Marie Cabdi Bob (one of many written by children available on www.remember.org )
Hope by Anne Goodsell Bob (one of many written by children available on www.remember.org )
Bottomless Pitt of Time by Jessica Doltan Bob (one of many written by children available on www.remember.org )
Untitled by Rachel Krueger Bob (one of many written by children available on www.remember.org )
Found in a Boxcar (unknown author) Tell Him that I ……….
Fifty Years Later: Reflections of the Holocaust by Judy Cohen
I Have a Dream by Martin Luther King
First They Came by Pastor Martin Niemoller (1939 – Berlin)
VII.
Drama (Stage Productions)
1. 8th Grade English text “The Diary of Anne Frank”
2. Playing for Time by Arthur Miller (1985)
3. A Shayan Middel by Lebow.
4. A Teachers Guide to the Holocaust by Alina Kentilf
5. Doctor Ynaush Korczak
42
6. Adam’s Daughter by Ronald John Virling
7. The Attic Room by Ronald John Virling
VIII. Art Works
Survival is the heart of the symbol. © 1993
Artist: Anne Goodsell
On their way. © 1993
Artist: Annamarie Cavadi
Alone in a big room. © 1994
Artist: Laurie Schofield
Bottomless Pit of Time© 1993
Artist: Jessica Dalton
Is it My Turn? © 1993
Artist: Sheila Lefebvre
1942
Artist: Esther Lurie
Unable to Work
Artist: David Olère.
Memorial Art at Auschwitz--"Zyclon B cans"
Photo Credit: Florida Center for Instructional Technology
Haunting Memory 3.
From A Triptych by R. A. Beecroft MA,
The Nottingham Trent University.
In Memory of the Czech Transport to the Gas Chambers
Artist: Yehuda Bacon (b. 1929)
1945
Treblinka. Field of 17,000 stones, representing the lost Jewish communities.
Photo credit: Florida Center for Instructional Technology
IX.
Music
1. Brother Can You Spare a Dime
2. Composers of the Holocaust: Ghetto Songs & Instrumental Works ~ by Erwin Schulhoff, Pavel Haas, Mordekhai
Gebirtig (Audio CD)
3. Voices of the Shoah: Remembrances of the Holocaust [BOX SET] ~ Various Artists (Audio CD)
4. Songs of Remembrance ~ by Ruth Lomon, Pamela Dellal, Laura Ahlbeck (Audio CD)
5. Glick, Srul Irving. I Never Saw Another Butterfly
6. Thomas Pasatieri: Letter to Warsaw CD
7. Music: Ghetto Songs from Warsaw, Vilna, and Terezin and instrumental works by Schulhoff and Haas. CD,
Downtown Music Productions:MP3 clips http://www.downtownmusicproductions.org/pages/coth01.html
8. Will the Circle Be Unbroken
9. Free to Be You and Me
10. Give Peace a Chance by John Lennon
11. Aint Got no Money
12. In the Ghetto by Mac Davis
13. You’ve Got to be Taught
43
14. We Don’t Need No Education by Pink Floyd
15. Shouldn’t Have Done That by Depeche Mode
16. Song of the Partisans by Hirsh Glik, "Zog nit keynmol az du geyst dem letstn vet" ("Never Say that You Are
Trodding the Final Path").
17. Piesn Obozowa "Camp Song" from the U.S. Holocaust Memorial Museum
18. "Against All Odds," a performance of music composed at Terezín, by Alex Ross
19. The Opera of Children Going to the Gas, Brundibar, the Organ Grinder written at Terezín is probably The Emperor
of Atlantis, by Victor Ullman
20. Songs For The Betrayed World by The Life and Death Orchestra
21. Amram, D. (1997). Amram: The final ingredient - an opera of the holocaust.
22. Gebirtig, M. & Gorovets, E. (1995). Our town is burning: Cries from the holocaust.
23. Rubin, R. (1999). Yiddish songs of the holocaust.
24. Senator, R. & Smetana, B. (1994). Holocaust requiem - Kaddish for Terezin
25. Williams, J. (1993). Schindler's list: Original motion picture soundtrack.
26. Cummins, Paul. Dachau Song: The Twentieth-Century Odyssey of Herbert Zipper. New York: Peter Lang, 1992
27. Flam, Gila. Singing for Survival: Songs of the Lodz Ghetto, 1940-1945
28. Mlotek, Eleanor. We Are Here: Songs of the Holocaust. NY: The Workman's Circle, 1983
29. Davidson, Charles, I Never Saw Another Butterfly. Music Masters 7049-2-C.
30. Glick, Srul Irving. I Never Saw Another Butterfly. Maureen Forrester and John Newmark. Select CC 15.037.
(Available through Canadian Music Centre, 20 St. Joseph St., Toronto M4Y1J9.)
31. Haas, Pavel and Karel Berman. Composers from Theresienstadt. Channel Classics CCS-3191.
32. Hear Our Voices: Songs from the Ghettos and the Camps. (Music from Terezin, Vilna, Vishnetz, Sachsenhausen,
Pryztik). HaZamir HZ-009.
33. Klein, Gideon, Sonata for Piano (also Klein, Trio; Ullmann, String Quartet No. 3; Ullmann, Piano Sonata No. 1;
Krasa, Tanec; Krasa, Brundibar; Ullmann, Abendphantasie, Immer Inmitten, Drei Jiddische Lieder, Little Cakewalk;
Haas, Four Songs on Chinese Verse). Romantic Robot RR-1941.
34. Oeuvres instrumentales et vocales. (Includes: Piano Sonata, Two Madrigals, The Original Sin, Three Songs for High
Voice and Piano, Duo for Violin and Viola, Divertimento, Duo for Violin and Cello, and Four Movements for String
Quartet.) Arion ARN 68272.
35. Piano Sonata, Fantasie and Fugue, String Trio, Two Madrgials, Pvrni hrich, Czech and Russian Folk Songs Koch 37230-2-H1.
36. Krakow Ghetto Notebook: The Songs of Mordecai Gebirtig. Koch 3-7295-2H-1.
37. Krasa, Hans. Brundibar (also Frantisec Domazlicky, Czech Songs for Children's Chorus and String Quartet). Channel
Classics CCS-5193.
38. Kulisiewicz, Aleksander. Songs from the Depths of Hell. Folkways FSS 37700.
39. Musica Rediviva (Pavel Haas, Study for String Orchestra; Erwin Schulhoff, Symphony No. 2; Gideon Klein, Partita
for Strings and Viktor Ullmann, Symphony No. 2). Czech Philharmonic, Gerd Albrecht, conductor. Orfeo C-337-941A.
40. Partisans of Vilna: The Songs of World War II Jewish Resistance. Flying Fish Records FF 70450.
41. Penderecki, Krzysztof. Dies Irae (Dedicated to the Memory of Those Murdered at Auschwitz). Conifer CDCF 185.
42. Remember the Children: Songs for and by Children of the Holocaust. The U.S. Holocaust Museum HMCD-1901.
43. Rubin, Ruth. Yiddish Songs of the Holocaust. Global Village C-150.
44. Schoenberg, Arnold. A Survivor from Warsaw. CBS M-35882.
45. Senator, Ronald. Holocaust Requiem: Kaddish for Terezin. Delos DE-1032.
46. Shostakovitch, Dmitri. Symphony No. 13, "Babi Yar". Erato 2292-45349-2.
47. Stern, Robert. Terezin. CRI-SD-264.
48. Tippet, Michael. A Child of Our Time. Philips 420075-2.
49. Ullmann, Viktor. Der Kaiser von Atlantis. London 440 854-2.
X.
Resource People / Mentors
1. The local Jewish community
2. Holocaust survivors
3. Parents
4. Marion Blumenthal Lazan, a Holocaust survivor and co-author of Four Perfect Pebbles, an award-winning book about
her childhood under Hitler's rule
44
5. Jewish Holocaust Survivors and Friends of Greater Washington Metro Washington, MD 20901
6. Speakers Bureau
United States Holocaust Memorial Museum
100 Raoul Wallenberg Place, SW
Washington, DC 20024-2126
7. The Washington State Holocaust Education Resource Center
Speaker’s Bureau
2031 3rd Ave.
Seattle, WA 98121
8. Florida International University
North Miami Campus
3000 N.W. 151 St.
North Miami, FL 33181
(305) 919-5690
9. Holocaust Educational Foundation
64 Old Orchard Road
Professional Building
Suite 520
Skokie, IL 60077
10. The Holocaust Human Rights Center of Maine
P. O. Box 4645
Augusta, Maine 04330-1644
11.Jewish Family Service of Silicon Valley Holocaust Survivor's Group Speakers Bureau
Sara Levy, Program Coordinator: (408) 286-9663, ext. 330
XI.
Field Trips
1. Jewish Museum in Washington D.C.
2. Local Jewish community centers, etc.
3. Virtual fieldtrips like the following:
http://ali.apple.com/ali_sites/ali/exhibits/1001520/The_Field_Trip.html
http://www.holocaustedu.org/education/field_trips.htm
http://www.holocaustedu.org/education/field_trips.htm
http://www.historyplace.com/worldwar2/holocaust/timeline.html
http://www.midastours.co.uk/t104a.html
http://www.staypoland.com/krakowtours/kauschwitz.asp
http://www.history.ucsb.edu/faculty/marcuse/dachau.htm
XII. Other Material (CD–ROM, Laser Disc, Internet sites, etc.)
1. A Selection of Holocaust Poetry compiled by A. Kimel - http://haven.ios.com/%7Ekimel19/poetry.html
2. Archive of Materials on Bulgarian Jewry During WW II - http://asudesign.eas.asu.edu/places/Bulgaria/Je...
3. The Anti-Racism Resource Web Site - http://darkwing.uoregon.edu/%7Edennisw/race.html
4. Bradley R. Smith - http://www.valleynet.com/%7Ebrsmith/
5. Building design fact sheet - http://www.ushmm.org/arch.html
6. Countering Holocaust Denial - http://www.cit.usfca.edu/denial/website.html
7. JCNavigate: Education - http://www.jcn18.com/jhot4.htm
8. Guidelines for Teaching about the Holocaust -http:/www.ushmm.org/education/guidelines.html
9. Holocaust Center - http://www.bxscience.edu/holocaust/
10. Holocaust Internet Sites - http://bruin.bethel.hampton.k12.va.us/holocaust...
11. Holocaust - http://www.english.upenn.edu/%7Eafilreis/Holoca...
12. Holocaust Index - http:/www.cs.washington.edu/homes/tdnguyen/Hol...
13. http://users.aol.com/asgltinum/stories/gypsy.html
14. http://www.iup.edu/%7Eknntvza/alicia.doc
15. http://www.bgu.ac.il/beh/dan.html
16. Holocaust Memorial Center: America's First. Illuminating... - http://www.holocaustcenter.com/book.shtml
45
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
Holocaust Remembrance Day - http://www.melizo.com/jewishpost/holocaust/
Information about the visit of Bulgarian President
Zhelyuhttp://asudesign.eas.asu.edu/%7Ebliznako?Bulgar...
L'Chaim: A Holocaust Web Project - http://www.charm.net/%7Erbennett/l'chaim.html
Remembering the Holocaust - http://werple.mira.net.au/%7Earagorn/holocaus.h...
Yad Vashem - home page - http://yvs.shani.net/
Teacher’s guide to the Holocaust- lesson plans, art, stories from survivors, virtual reality tour of concentration camps,
crematoriums, etc.
http://fcit.usf.edu/holocaust/
http://www.remember.org/
http://remember.org/imagine/imagine1.html
http://art.holocaust-education.net/
http://www.uen.org/annefrank/
http://webtech.kennesaw.edu/jcheek3/holocaust.htm
http://www.spectacle.org/695/ausch.html
http://www.candles-museum.com/
http://www.holocaust-history.org/
http://www.ushmm.org/
http://www.chlive.org/pbeck/eastlibrary/JEWISHHOLOCAUSTRESOURCES.htm
http://www.annefrank.org/content.asp?pid=1&lid=1
http://www.channels.nl/amsterdam/annefran.html
http://www.sptimes.com/nie/nieanne.html
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