Feature Lesson: Ladder of Prejudice: How does it Happen? General Information Class: 8th grade Language Arts Subject: Prejudice: How does it happen? Lesson Title: Understanding the Holocaust Lesson Length: 2 days (60 minutes) Purpose The purpose of this lesson is to help students understand the theme of Prejudice and its implications during the Holocaust. Content Objectives: Working in groups, students will check for understanding of the Ladder of Prejudice and the Holocaust. 1. ELL students will read a poem about the Holocaust. 2. ELL students will create a collage representing a “Ladder of Prejudice.” Language Objectives: All students will travel to work stations where they will participate in a variety of learning activities dealing with the Holocaust. 1. ELL students will write a diary entry from the perspective of a Holocaust victim. 2. ELL students will design a symbol representing themselves. 3. ELL students will create a children’s book promoting peace. Culture Objectives: 1. ELL students will pair with a native English speaking student to travel to the different learning stations for the creation of projects to better understand prejudice. North Carolina Standard Course of Study Language Arts Goals: Grade 8 2.01 Analyze and evaluate informational materials that are read, heard, and/or viewed by: drawing inferences and/or conclusions 5.01 Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by analyzing/evaluating themes and central ideas in literature and other texts in relation to personal and societal issues discussing the effects of such literary devices as symbolism. Teacher Materials: • Writing paper/ drawing paper • pens/pencils/colored pencils • scissors/magazines/cut out pictures/glue sticks • examples of poems • Variety of vocabulary puzzles • Access to website: http://www.holocaustforgotten.com/survivors.htm • 3 ring binder/3x5 note cards/colored pipe cleaners • Basket or tray • 3 hole punched paper w/ letters from A‐Z on them Introduction/Anticipatory Set: Have a triangle on the overhead labeled at each corner with the roles labeled victim, perpetrator, and bystander. At tables have students review the 3 roles’ meaning in terms of school bullying, profoundly handicapped people, the displacement of Native Americans, slavery in the United States, and Jews living in Europe during the holocaust. In the whole group then ask, “How did these events happen?” Discuss the responses and list on the overhead. Ask if any conclusion can be made? Show the Ladder of Prejudice. Ask students if there is anything that they might add to their conclusions? Set up of Work Stations: The classroom is set up in 6 stations. (2 tables or 4 desks would comprise a station.) Working in pre‐selected groups, the students will travel from the different stations in 15 minute increments engaging in activities designed to teach symbolism, drawing conclusions, and theme of the Holocaust. The stations are designed with tiered lessons for different ability levels. Station 1: Diary Entry‐ Students will access the website: http://www.holocaustforgotten.com/survivors.htm and read a Holocaust survivor’s story. After learning about the victim’s life, the students will write a short diary entry from the victim’s point of view. All entries will be placed in a 3 ring binder. Station 2: Symbols of Uniqueness‐ Students will design a symbol representative of themselves by choosing three objects, which are important to whom they are. The symbols are created using colored pipe cleaners, then placed on 3x5 note cards, and finally pinned to a nearby bulletin board for display. Station 3: Poems‐ The students will read the poem “Man’s Inhumanity to Man.” Next, the students will create their own poem based on the theme of prejudice. Provide examples of acrostic, diamante, and free verse poems, thus allowing them a choice; then add all poems to a notebook.
Station 4: Collage‐ Students will recreate the “Ladder of Prejudice” (see attachment 1) using pictures and examples of words. The students may use magazines and pre cut pictures to create their collages. Place on a nearby bulletin board for display. Station 5: Vocabulary Puzzles – Using words previously reviewed in the unit, the students will create their own puzzle or draw a picture of the meaning of the word. Be sure to include 3 levels of abilities puzzles. Examples could include word searches, crossword puzzles, or word scramble. Place completed puzzles in a basket or tray.
Station 6: ABC’s of Peace‐ Students can create a children’s book promoting peace. Provide 3 hole punched paper with letters A‐Z on them as well as an example. Place completed pages in a binder. Conclusion: After each student has traveled to all six learning centers, have the students reflect on the various stations. Find out which ones they liked best, what the stations made them think about, how they felt while they were working, and what they learned. Conclusion: Conclude with praise and sincerity for the students’ hard work. Student applause, thumbs‐
up, etc. is a great self‐esteem booster for all students. Assessment: Use the attached rubric for grading the research process and the power point presentation. Quick feedback is valuable and more rewarding. See Attachment 1. Instructional Technology Used for Teaching and Learning: The students can go on‐line and read true accounts from Holocaust survivors making the assignment more personal. The students are allowed to choose which survivor they want to learn about and are provided a visual of that survivor. The students can then type or write a short diary entry from the point of view of the Holocaust survivor. This activity allows for personal connection and understanding of the Holocaust. Author Information Lesson Author: Patricia Hartley School: Gamewell Middle School Signature: Patricia Hartley Permission to Publish: Yes Attachment 1 The Ladder of Prejudice HOW DOES IT HAPPEN? Extermination lynching massacre genocide assassination murder Physical Attack mob violence gang violence property damage personal assaults Segregation separated groups Them vs. Us Nazis vs. Jews Whites vs. Blacks Asians vs. Hispanics Discrimination groups become targets kept from social organizations denial of rights denial of privileges kept from neighborhoods Avoidance no social interaction avoiding contact isolation refusal to learn about others Speech treating a group as if all members had one personality so‐called jokes name calling derogatory terms labeling This ladder rests on a foundation of Ignorance and Prejudice Resources http://amhist.ist.unomaha.edu/lessons/__Fox.doc