Lesson Plan Format

 

Name:  Brett Ryan         Date:  4-15-04 – 4-17-04      Age/Grade Level:  11th

 Subject:  History           # of Students:  20                  # of IEP Students:  0

 Major content:  World War II                                    Unit Title:  The Holocaust

Written by: Shirley McAllister- http:www.lessonplanspage.com/SSHolocaustFullPlanHS.htm

Edited and standardized by: Brett Ryan

 

ACTIONS—Described prior to observation

 Goals and Objectives- http://www.lessonplanspage.com/SSHolocaustFullPlanHS.htm

            The objective of this lesson is to ensure the student has a firm grasp on the progression of events leading up to and throughout the Second World War.  Also, the student will be able to comprehend the magnitude of the war and the holocaust’s effect on world history and the current cultural and political environment of today.  The student will read and watch first hand accounts of holocaust survivors and the soldiers who freed them.

            Students will participate in class discussions regarding the treatment of people in concentration camps.  Also the students will voice their opinions on the internment of the Japanese in America during World War II, and asked how they would react if history repeated itself.

           

 Connections-

1.

The student will demonstrate an understanding of the origins and effects of World War II, with emphasis on:
*      the rise and aggression of totalitarian regimes in Germany, Italy, and Japan;
*      the role of the Soviet Union;
*      appeasement, isolationism, and the war debates in Europe and the United States prior to the outbreak of war.

2.

Students will be expected to link together the chain of events that lead up to:

*      the impact of mobilization for war, at home, and abroad;
*      major battles, military turning points, and key strategic decisions;
*      the Holocaust and its impact; and
*      the reshaping of the United States’ role in world affairs after the war.

3.

Students will examine timelines, read interviews, and watch films which will allow students to see and feel the true impact of the war and the holocaust from firsthand sources.

Context-

The lesson will promote student understanding of a) the scope of the holocaust, b) the groups targeted for racist extermination, c) the methods employed to exterminate large numbers of individuals, and d) the systematic genocide of the holocaust. Through the study of the Holocaust, students will develop an understanding of the ramifications of prejudice, racism and stereotyping in any society. The lesson will develop an awareness of the value of pluralism and encourage tolerance of diversity. Further, the lesson helps students recognize current patterns of genocide.

 Resources-

VCR/TV hook up
Film clip of Einsatzgruppen
Film clip of Camp Liberation

Overhead of Concentration Camps and Killing Centers
Overhead of Jewish Population chart
Overhead of Map of Jewish Victims

 

 Procedures-

Questions for Formal Assessment
Use the following from the vocabulary on unit test
Briefly describe each of the following terms and explain the significance of each.
Holocaust
Final Solution
Death Camps
Kristallnacht
Einsatzgruppen
Multiple choice questions for formal assessment.
1. The purpose behind placing Polish Jews in ghettos was:
a. to give them a better place to live
b. to protect the Jewish citizens from Russian soldiers.
c. to control their access to food, provide a slave labor pool, and to insulate them from Aryan peoples.
d. to evaluate their skills for use in war production facilities.
2. Genocide is best described as:
a. the study of generations.
b. the systematic destruction of a race or culture.
c. the systematic development of an ancestral chart.
e. the systematic relocation of a race or culture to another nation or state.
Possible Essays for Assessment at end of Unit:
1. Describe the cultural/racial groups targeted by the Nazis as "undesirable," and explain why these groups were targeted.
2 In your own words, evaluate the similarities or differences between the holocaust and current actions in Kosovo by Serbian and NATO forces.

Informal Assessment
Student responses to questions and engagement in class discussion will be used for informal assessment

Vocabulary
Aryan
Auschwitz
Babi Yar
Belzec
Bergen-Belsen
Concentration Camp
Dachau
Death Marches
Einsatzgruppen
Euthanasia
Final Solution
Genocide
Heinrich Himmler
Holocaust
Kristallnacht
Nuremberg Laws

The student will refer to the curriculum page before doing the main project.

Essay:  3-5 pages, double space, 12 font, Times New Roman

You are an American soldier who has been fighting in Europe for 3 years.  Today your company came across a concentration camp.  Write a letter home to a loved one and describe in detail; what you saw.  Describe the feelings that you had when you walked up to it, walked into it, and after you left.

 Student Assessment-

Teacher Name: Mr. Ryan Student Name:     ________________________________________

 

CATEGORY	4	3	2	1
Quality of Information	Information clearly relates to the main topic. It includes several supporting details and/or examples.	Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.	Information clearly relates to the main topic. No details and/or examples are given.	Information has little or nothing to do with the main topic.
Sources	All sources (information and graphics) are accurately documented in the desired format.	All sources (information and graphics) are accurately documented, but a few are not in the desired format.	All sources (information and graphics) are accurately documented, but many are not in the desired format.	Some sources are not accurately documented.
Amount of Information	All topics are addressed and all questions answered with at least 2 sentences about each.	All topics are addressed and most questions answered with at least 2 sentences about each.	All topics are addressed, and most questions answered with 1 sentence about each.	One or more topics were not addressed.
Mechanics	No grammatical, spelling or punctuation errors.	Almost no grammatical, spelling or punctuation errors	A few grammatical spelling, or punctuation errors.	Many grammatical, spelling, or punctuation errors.

 

Bibliography

Internet Sites:

http://www.scetv.org/HolocaustForum/images/Killcntr.gif
http://www.friends-partners.org/partners/beyond-the-pale/eng_captions/58-2.html
http://www.fcit.coedu.usf.edu/holocaust/resource/glossary.htm
http://www.ushmm.org/

Reference:

Gilbert, Martin, Auschwitz and the Allies
Levin, Nora, The Holocaust
Werth, Alexander, Russia at War
GoldHagen, Daniel J., Hitler’s Willing Executioners
Clark, Alan, Barbarossa
Abzug, Robert, Inside the Vicious Heart
Fleming, Gerald, Hitler and the Final Solution
Danzer, Klor de Alva Wilson, Woloch, The Americans

Video

A&E Undercover Report - Einsatzgruppen
PBS broadcast of Camp Liberation