lbd template modules: an introductionholocaustresources-org.exactdn.com/wp-content/uploads/… ·...

What lessons can we learn from the Holocaust?

Tiffany Mullin and Erica SpanglerFlorida State University

Module Title How do the lessons of the Holocaust apply today? Module description (overview):

This module is intended to expose students to the historical context and experiences associated with the Holocaust. Through a variety of primary sources students will explore the circumstances surrounding the Holocaust as well as the different perspectives of those involved. This module addresses the mandate for Holocaust education in addition to promoting literacy and writing through the social sciences.

Template task (include number, type, level):

Task 14 Template: “Goodness, like evil, often begins in small steps. Heroes evolve; they aren’t born’. –Ervin Staub Explain the meaning of the quote. How is this quote relevant to the lessons learned from the Holocaust?

After reading primary sources accounts and the Diary of Anne Frank (play) write an essay that describes the Holocaust and addresses the question. Support your discussion with evidence from the text(s). (Informational or Explanatory/Description)

Teaching task:

“Goodness, like evil, often begins in small steps. Heroes evolve; they aren’t born’. –Ervin Staub Explain the meaning of the quote. How is this quote relevant to the lessons learned from the Holocaust?

Grade(s)/Level:

8th grade

Discipline: (e.g., ELA, science, history, other?)

Social Studies

Course: World History Author(s): Tiffany Mullin and Erica SpanglerContact Information:

Tiffany Mullin- [email protected] Spangler- [email protected]

LDC Information/Explanation Template Module •

mailto:[email protected]

mailto:[email protected]

Section 1: What Task?TEACHING TASKTeaching task: “Goodness, like evil, often begins in small steps. Heroes evolve; they aren’t born. –Ervin Staub

Explain the meaning of the quote. How is this quote relevant to the lessons learned from the Holocaust?

Reading texts: Historical context Holocaust Time Line overview Strom, M.S. Facing history and ourselves: Holocaust and human Behavior. 1994. Brookline,

Massachusetts: Facing History and Ourselves. o Reading 8: Belonging. Page 233. o Description: A collection of three experiences of children who lived during Nazi Germany.

Hitler Youth Children of Jehovah Witness Jewish children in school

Holocaust Experience o Diary of Anne Frank (play) by Frances Goodrich and Albert Hackett. o I never saw another butterfly: Children’s Drawings and Poems from Terezin Concentration Camp,

1942-1944o Holocaust Education Resource Council: Holocaust Survivor Interviews

Lisl Bogart Rita Hofrichter

Background to share with students:

It is said that history repeats itself because people neglect to reflect on the lessons learned from each event. The Holocaust is a story of unimaginable offenses and courageous acts of heroism and resiliency. The Holocaust was a culminating event that began with several smaller events and circumstances. In addition, it was combatted through the small acts of hundreds of people. In 1933, Hitler was appointed the Chancellor of Germany and slowly promoted his ideology through words and propaganda that continued to spread and was eventually adopted as truth.


Common Core State StandardsREADING STANDARDS FOR INFORMATIONAL OR EXPLANATORY

“Built In” Reading Standards “When Appropriate” Reading1- Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

3- Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Not evident in this module.

2- Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

5- Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section, chapter, scene, or stanza) relate to each other and the whole. Not evident in this module.

4- Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

7- Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. Evident in this module.

6- Assess how point of view or purpose shapes the content and style of a text.

8- Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Not evident in this module.

10- Read and comprehend complex literary and informational texts independently and proficiently.

9- Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Evident in this module.

WRITING STANDARDS FOR INFORMATIONAL OR EXPLANATORY“Built In” Writing Standards “When Appropriate” Writing Standards

2- Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

1- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Not evident in this module.

4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

3 - Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Not evident in this module.

5- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6 - Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Not evident in this module.

9- Draw evidence from literary or informational texts to 7 - Conduct short as well as more sustained research projects LDC Information/Explanation Template Module •

support analysis, reflection, and research. based on focused questions, demonstrating understanding of the subject under investigation. Not evident in this module.

10- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audience.

8- Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Evident in this module.

Content Standards From State or DistrictStandards source:

NUMBER CONTENT STANDARDSSS.8.A.1.1 Provide supporting details for an answer from text, interview for oral history, check validity of

information from research/text, and identify strong vs. weak arguments.SS.8.A.1.5 Identify, within both primary and secondary sources, the author, audience, format, and purpose of

significant historical documents.SS.8.A.1.7 View historic events through the eyes of those who were there as shown in their art, writings, music,

and artifacts.Florida’s Holocaust Mandate

The Holocaust is to be taught across the curriculum from preparatory lessons in the primary and intermediate grades, through exploratory studies in the intermediate and middle school grades, and synthesizing projects by the conclusion of the senior high school experience. Holocaust content is to be infused in ways that are age-appropriate, interdisciplinary, and consistent with other required instruction


SCORING RUBRIC Scoring Rubric for Informational or Explanatory Template Tasks

Scoring Elements

Not Yet Approaches Expectations Meets Expectations Advanced1 1.

5 2 2.5 3 3.

54

FocusAttempts to address

prompt, but lacks focus or is off-task.

Addresses prompt appropriately, but with a weak or uneven focus.

Addresses prompt appropriately and maintains a

clear, steady focus.

Addresses all aspects of prompt appropriately and maintains a

strongly developed focus.

Controlling Idea

Attempts to establish a controlling idea, but lacks

a clear purpose.

Establishes a controlling idea with a general

purpose.

Establishes a controlling idea with a clear purpose

maintained throughout the response.

Establishes a strong controlling idea with a clear purpose

maintained throughout the response.

Reading/ Research

Attempts to present information in response to

the prompt, but lacks connections or relevance

to the purpose of the prompt. (L2) Does not

address the credibility of sources as prompted.

Presents information from reading materials relevant

to the purpose of the prompt with minor lapses

in accuracy or completeness. (L2) Begins to address the credibility of

sources when prompted.

Presents information from reading materials relevant to the prompt with accuracy and

sufficient detail. (L2) Addresses the credibility of sources when prompted.

Accurately presents information relevant to all parts of the

prompt with effective selection of sources and details from

reading materials. (L2) Addresses the credibility of

sources and identifies salient sources when prompted.

Development

Attempts to provide details in response to the

prompt, including retelling, but lacks

sufficient development or relevancy. (L2)

Implication is missing, irrelevant, or illogical. (L3) Gap/unanswered question

is missing or irrelevant.

Presents appropriate details to support the focus and controlling idea. (L2) Briefly notes a relevant

implication or (L3) a relevant gap/unanswered

question.

Presents appropriate and sufficient details to support

the focus and controlling idea. (L2) Explains relevant and plausible implications, and

(L3) a relevant gap/unanswered question.

Presents thorough and detailed information to strongly support the focus and controlling idea.

(L2) Thoroughly discusses relevant and salient implications or consequences, and (L3) one

or more significant gaps/unanswered questions.

Organizatio Attempts to organize Uses an appropriate Maintains an appropriate Maintains an organizational


n ideas, but lacks control of structure.

organizational structure to address the specific requirements of the

prompt, with some lapses in coherence or awkward use of the organizational

structure

organizational structure to address the specific

requirements of the prompt.

structure that intentionally and effectively enhances the

presentation of information as required by the specific prompt.

Conventions

Attempts to demonstrate standard English

conventions, but lacks cohesion and control of grammar, usage, and

mechanics. Sources are used without citation.

Demonstrates an uneven command of standard

English conventions and cohesion. Uses language

and tone with some inaccurate, inappropriate,

or uneven features. Inconsistently cites

sources.

Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the

audience, purpose, and specific requirements of the prompt. Cites sources using an appropriate format with

only minor errors.

Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors.

Response includes language and tone consistently appropriate to

the audience, purpose, and specific requirements of the prompt. Consistently cites

sources using an appropriate format.

Content Understanding

Attempts to include disciplinary content in

explanations, but understanding of content

is weak; content is irrelevant, inappropriate,

or inaccurate.

Briefly notes disciplinary content relevant to the prompt; shows basic or

uneven understanding of content; minor errors in

explanation.

Accurately presents disciplinary content relevant to the prompt with sufficient

explanations that demonstrate understanding.

Integrates relevant and accurate disciplinary content with

thorough explanations that demonstrate in-depth

understanding.


Section 2: What Skills?

SKILL DEFINITIONSKILLS CLUSTER 1: PREPARING FOR THE TASK 1. Task Engagement & Analysis

Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.

SKILLS CLUSTER 2: READING PROCESS1. Reading Strategies

Ability to identify essential reading strategies for text comprehension.

2. Active Reading & Essential Vocabulary

Ability to read purposefully and identify key vocabulary.

3. Text Based Discussion & Note-Taking

Ability to make meaning of the text collaboratively and record relevant information.

4. Organizing Notes Ability to prioritize and narrow notes and other information.SKILLS CLUSTER 3: TRANSITION TO WRITING1. Bridging & Rubric Translation

Ability to begin linking reading results to writing task and interpret the rubric.

SKILLS CLUSTER 4: WRITING PROCESS1. Controlling idea Ability to establish a controlling idea and consolidate information relevant to task.2. Organization Ability to develop a line of thought and text structure appropriate to an information/explanation task.3. Development Ability to construct an initial draft with an emerging line of thought and structure.4. Revision & Editing Ability to refine text, including line of thought and proofread to make it more effective.5. Completion Ability to submit final piece that meets expectations.


Section 3: What Instruction?

Pacing

Skill and Definition Product and Prompt Scoring (Product “meets expectations” if…)

Instructional Strategies

SKILLS CLUSTER 1: PREPARING FOR THE TASK


Day 1 – 2

1. Task engagement & AnalysisAbility to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.

Products Short Responses List of notesPrompt: In your Writer’s Notebook write your first reaction to each section of the task prompt.

Prompt: As a class, create a list of information and facts you know about the Holocaust and the historical context

Prompt: What are the events that lead to the Holocaust? How did these primary source testimonials help me understand the human experience and historical context.

None Identify relevant learning targets and link

content to previous instruction (History of the 1920s, WWII)

Ask students to complete quick write activity in their Writer’s Notebook: As a class, create a list of information and facts you know about the Holocaust and the US involvement in WWII.

Holocaust Timeline overview. Brief explanation of the events leading to WWII and the Holocaust. Students take notes in their Writer’s Notebook using Cornel Notes.

Pre-reading discussion- What does it mean to belong? What actions has someone you know taken to feel like they belong?

Jigsaw: In small groups analyze 1 of the readings in “Belonging”. (Strom, 1994, pg. 232).

o Students are divided into groups. Each group is assigned a different testimonial:


o Read the short selection assigned to your group. Answer in Writer’s Notebook: Who is the author? What is the purpose? How does this help us understand Germany during the years leading to the Holocaust? What knowledge have you gained?

o Students are regrouped and share their findings with their new group. Students summarize their findings in their Writer’s Notebook.

Reflect: What are the events that lead to the Holocaust? How did these primary source


testimonials help me understand and respond to the prompt? Are the sources credible?

Accommodations – provide notetaking chart to include in writing notebook.

SKILLS CLUSTER 2: READING PROCESSNote: Reading Strategies, Active Reading, Essential Vocabulary, Text-Based Discussion, & Note-taking skills are used with each text.


Days3 - 4

1.Reading StrategiesAbility to identify essential reading strategies for text comprehension.2. Active Reading & Essential VocabularyAbility to read purposefully and identify key vocabulary.

Product: Actively read text. Active discussion and notes. Vocabulary graphic organizers and character mind maps.

Prompt:Annotate the text as you read, including margin notes that support your thinking about the guiding question in the Writer’s Notebook.

Students annotate at “Level 2” stage of the Active Reading Rubric and include margin notes that support thinking about the guiding question.

Students complete vocabulary “word detective” graphic organizers and character mind maps.

Students participate in small group and class discussion.

Reading Activity 1: Days 3-4: Diary of Anne Frank (play)

Pre-reading discussion: How do you think the characters felt when they

arrived at the hidden apartment? Have you been in a situation where you have felt

this way? Record notes in Writer’s notebook

Vocabulary instruction: Target vocabulary is written on the board and

copied in student’s writing notebook. Students are given a “word detective” graphic

organizer to complete while reading the text. Students read the Play in small groups. Each student is assigned a character in the play. Each student is assigned one of the target vocabulary words. Active reading: Review guiding questions and highlight

or make notes in the margin as you read the text with a group.

After each scene discuss how the vocabulary is used and review the meaning. Students complete the “word detective” graphic organizer for their assigned vocabulary word.

When the reading of the play is concluded, create a mind map of the student’s character in the Writer’s Notebook. Take turns presenting the character mind maps and “word detective” graphic organizers.

Class discussion: Review target vocabulary. Use student sample “word detective” graphic organizers. What information is gained from this activity that can help us understand and respond to the prompt? Is the information credible? Why or why not? Record notes in Writers Notebook


Days4-5

3. Text Based Discussion & Note-taking.Ability to make meaning of the text collaboratively and record relevant information.

Product: Active discussion & notes. Prompt: Address the task by completing the document analysis sheet, presenting findings, and recording notes in the Note-Taking section of the Writer’s Notebook

Students have actively participated in small group discussions and added notes into their Writer’s Notebook.

Reading Activity 2: I never saw another butterfly. Children’s drawings and poems from Terezin Concentration Camp. 1942-1944.

The class reads “Butterfly” together. The teacher models the primary source document analysis sheet as they complete the task together.

Students are assigned poems based on their individual reading level. They are given a primary source document analysis sheet (organizer) to complete. The sheet is to be included in their Writer’s Notebook.

o Man Proposes, God Disposeso Homesick o I am a Jewo On a Sunday Evening

Think, pair, share activity- After completing the document, compare the findings with a partner. Then present the small group findings and poem to the class. The teacher can project the corresponding painting with the poem.

Video analysis: Students complete the document analysis sheet for the Holocaust Education Resource Council: Holocaust Survivor Interviews


Class discussion: How can the information gained from these poems and interviews help us answer the prompt?


Day6

4. Organizing NotesAbility to prioritize and organize notes guided by the task.

Product:BibliographyNotes prioritized in a graphic organizer.Prompt:Using your notes, place the information most relevant to the task in a graphic organizer.

Students have placed information in a graphic organizer.

Students draft a Bibliography using Noodle Tools. They properly site the materials analyzed.

Teacher shows variety of graphic organizers (see materials list)

Teacher models how to use one of the graphic organizers.

Students create a main idea to answer the prompt and use one of the graphic organizers to respond to the prompt.

What sources will they use as evidence? The teacher guides students on how to use Noodle Tools to create a bibliography of the sources they have analyzed.

SKILLS CLUSTER 3: TRANSITION TO WRITING


Day7

1. Bridging & Rubric TranslationAbility to determine common themes between the texts relating to the lessons learned from the Holocaust.

Ability to analyze the quote by Staub and engage in a class-wide discussion producing ideas addressing the writing prompt.

Socratic Seminar:Students will be given the quote by Staub which is included in the writing prompt.

Students will create a product titled Sticking Points in which they summarize the most enlightening or influential statements made by their peers in relation to an analysis of the quote.

Students will complete a peer evaluation of their partner during the Socratic Seminar.

Teacher will discuss rules and procedures for participating in the Socratic Seminar. A video will be presented of students modeling the student actions involved in this task.

Students will be assigned a partner that they will be responsible for completing a peer evaluation of regarding their participation in the discussion.

Students will form an inner and outer circle. The students in the inner circle will continue the discussion while their partners on the outside complete the peer evaluation.

Students will discuss their interpretation of the quote and cite evidence and examples from the various texts used earlier in the unit.

The teacher will remind students to consider the quote in terms of both good and evil associated with the Holocaust.

The teacher will record key points that were mentioned in the discussion.

Accommodations –Students will be provided with accountable talk laminated cards that include sentence starters and question stems to encourage students to participate.

SKILLS CLUSTER 4: WRITING PROCESS


Day 8

1. Controlling ideaAbility to establish a controlling idea and consolidate information relevant to the writing prompt.

Develop a clear thesis statement with supporting detail in the opening paragraph to address the writing prompt.

Students writes thesis statement that clearly answers the prompt and explains what the student will be writing in their essay.

Teacher will model how to create a strong thesis statement.Students will practice writing thesis statements with basic sample prompts.Complete the thesis statement and introduction utilizing the expository essay graphic organizer (p. 13-14 of Writing Resource document attached). Students must share their thesis statement

and introduction (box 1 of graphic organizer) and get the approval of at least two students before the teacher reviews the introductions individually.

Day 9

2. OrganizationAbility to develop a line of thought and text structure appropriate to an information/ explanation task.

Complete graphic organizer for the outline of body paragraphs 1-3.The outline requires supporting details and specific examples from the various texts.

Students are to use at least two of the resources from the Holocaust unit as evidence to support their thoughts.

Teacher models creating an outline for body paragraph 1.

Students review the Holocaust resources and mark potential evidence that can be utilized with a post-it note.

Students will independently complete the graphic organizer outline for body paragraphs 1-3.


Day 10-13

3. DevelopmentAbility to construct an initial draft with a clear line of thought and support regarding the analysis of the quote.

Product: Initial draftPrompt: Write an initial draft complete with opening, development, and closing; insert and cite textual evidence.

Students provide complete draft with all parts.

Students support the opening with evidence and citations.

o Teacher will model the traffic light writing strategy to aid students in writing their initial draft of the essay.

oo Each body paragraph has a topic sentence.

Each supporting detail (yellow) should be followed by a specific citation or example from the text along with an explanation. Students then tie the elements of that topic together in a final sentence or two.

o After the teacher models this strategy, students will be asked to write their body paragraphs and conclusion independently


using this strategy and their outline from the graphic organizer.

Day 14-16

4. Revision & EditingAbility to review and refine their writing and the writing of others as well as proofread for conventions and grammatical errors.

Highlighting Traffic light strategy and peer review/feedback of first draft.

Students will provide productive feedback to their peers.Students will reevaluate their individual drafts based on the criteria expressed in the rubric.

Students will be given green, yellow and pink/red highlighters. They will be asked to reread their first draft and highlight the portions of their body paragraphs that correlate to the traffic light strategy. Green topic sentence, yellow detail, pink evidence and explanation and green summary for each paragraph.

After reviewing their essays, students will exchange papers with an assigned partner. Students will share their findings by answering the questions provided:

Introduction: Has the writer (either yourself or your classmate)

clearly expressed their thoughts in a thesis statement?

Is there any unnecessary information included in the introduction?

Having read the entire essay, does the introduction fit the paper?

Body

How is the evidence linked to the main point of the paragraph? And to the main point of the essay?

Is there any unnecessary information throughout the body of the paper, such as excessive quotation, or unsupported claims?

Conclusion

Has the writer restated (not simply repeated) the major claim of the paper.


What is your understanding of the quote through your partner’s analysis?

What confuses you about the draft? (For example, a certain word choice, the topic and/or its presentation, the explanation of something in particular.)

Day 17

5. CompletionAbility to submit a final essay that meets expectations according to the assigned rubric.Ability to type essay into appropriate word document.

Typed final essay either printed or submitted digitally through a file sharing app of the teacher’s preference.

The essay fits the “Meets Expectations” category in the rubric for the writing/teaching task.

Students make the necessary adjustments to their essays based on their review and the peer evaluation.

Students type their final draft.


MATERIALS, REFERENCES AND SUPPORTS

TEXTS TEACHER / STUDENT SUPPORTS Materials were provided by HERC (Holocaust

Education Resource Counsel) teacher workshops. For more information visit: www.holocaustresources.org. Free workshops with stipends are available.

Historical context Holocaust Time Line overview Strom, M.S. Facing history and ourselves:

Holocaust and human Behavior. 1994. Brookline, Massachusetts: Facing History and Ourselves.

o Reading 8: Belonging. Page 233. o Description: A collection of three

experiences of children who lived during Nazi Germany.


Holocaust Experience o Diary of Anne Frank (play) by Frances Goodrich

and Albert Hackett. o I never saw another butterfly: Children’s

Drawings and Poems from Terezin Concentration Camp, 1942-1944

o Holocaust Education Resource Council: Holocaust Survivor Interviews


Writer’s Notebook Cornel Notes organizer Word detective graphic organizer Mind map instructions Document analysis sheet Noodle Tools Socratic Seminar Peer Evaluation Writing Outline Graphic Organizer (pgs. 13-14)

https://projectwritemsu.wikispaces.com/file/view/graphic+organizers.pdf

Traffic Light Writing Strategy Poster Peer Review Questions for assessing writing (from UW-

Madison)


lbd template modules: an introductionholocaustresources-org.exactdn.com/wp-content/uploads/… ·...

Documents