Goals and OBjectives
Goal: Students will learn about the Holocaust and what Jewish civilians endured within concentration camps.
Objectives:
1) Students will observe primary sources (photos) and discuss what they observe about the Holocaust.
2) Students will analyze and interpret a primary source (letter) and answer questions to better understand what happened to Jewish civilians in concentration camps.
Objectives:
1) Students will observe primary sources (photos) and discuss what they observe about the Holocaust.
2) Students will analyze and interpret a primary source (letter) and answer questions to better understand what happened to Jewish civilians in concentration camps.
California content & Common core standards
California Content Standards
10.8.5 Analyze the Nazi policy of pursuing racial purity, especially against European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians.
Common Core Standards
Reading
9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
Writing
9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
9-10.8 Gather relevant information from multiple authoritative print and digital sources (primary and secondary), using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following standard format for citation.
10.8.5 Analyze the Nazi policy of pursuing racial purity, especially against European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians.
Common Core Standards
Reading
9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
Writing
9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
9-10.8 Gather relevant information from multiple authoritative print and digital sources (primary and secondary), using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following standard format for citation.
Lesson introduction (5 minutes)
While students are walking into the classroom, they will be given a worksheet with Document Based Questions for the day. On the projector will be the first primary source which the students will discuss – a photo of railroad cars at Dachau Concentration Camp. On the given worksheet, students will write down what they see and their reflections after analyzing the photograph. The teacher will then open the classroom into a discussion and allow students to share their thoughts. The origin of the photo will then be revealed by the teacher.
VocaBulary (5 minutes*)
The key vocabulary for this lesson will be chosen from the main primary source – a letter from a concentration camp. Before handing out this document, the teacher will go over the key terms that will be found bold faced in the letter during the content delivery. The key terms are as follows:
· Concentration camps
· Notorious
· Crematory/furnace
· Corpses· Execution chamber
· Genocide
· Concentration camps
· Notorious
· Crematory/furnace
· Corpses· Execution chamber
· Genocide
Content Delivery (15 minutes*)
Before diving into the document, the teacher will assess prior knowledge of the students. They will share what they know about concentration camps and the teacher will clarify and explain by introducing the key vocabulary for the day. The teacher will then hand out the rewritten version of the primary source (letter) that will be used to answer the Document Based Questions given during the Lesson Introduction. The teacher will display the original hand written letter on the projector, but read the rewritten version together with the students. The teacher will then discuss the descriptive language of the writer and his first-hand experience at the concentration camp with the students.
Student engagement (20 minutes)
Students will work in pairs and answer the questions on the worksheet. They will analyze the letter and draw conclusions based on their interpretations. Below is a copy of the worksheet the students will finish.
While students are completing the worksheet, the teacher will walk around probing questions to elicit critical thinking. After the allocated time, the teacher will go over the questions together with the class and discuss final thoughts about the letter.
Lesson Closure (10 minutes)
After finishing the worksheet, the teacher will post another primary source (photo) on the projector. The students will analyze the photo and write their conclusions by comparing the photo with the previous primary source, the letter. They will write down how they know what it is by connecting the two sources.
(The letter talks about why the corpses are nude, thus explaining the photo below.)
(The letter talks about why the corpses are nude, thus explaining the photo below.)
Assessment
Formative: The teacher will monitor how involved the students are during the Lesson Introduction and background knowledge of concentration camps. While students work on the worksheet, the teacher will walk around making sure the students are on task and understanding the material.
Summative: The teacher will collect the worksheet at the end of class. Students will be graded upon accuracy and analytic skills.
Summative: The teacher will collect the worksheet at the end of class. Students will be graded upon accuracy and analytic skills.
English learners, striving readers & special needs
English Learners will be given a separate handout with the vocabulary and their definitions. Striving readers will be told which paragraphs to focus on for which questions. Students with special needs will be partnered with higher-level students that can help answer the questions. The teacher will also be monitoring these students more closely than the rest of the class.