Title:
The Holocaust
This lesson concerns the Holocaust of World War II. It will overview the motives, sentiments and an individual associated with the Holocaust.
Materials:
5-digit number for each student, Man’s Search for Meaning by Viktor Frankl, “Your Own Words” handout, pictures for slideshow: http://shea05.tripod.com/sitebuildercontent/sitebuilderpictures/camp.jpg, http://failedmessiah.typepad.com/failed_messiahcom/images/auschwitz.jpg, http://www.annefrankguide.net/en-GB/content/2barak-b-foto.jpg
Local Winona article: http://farm3.static.flickr.com/2138/2035850929_ea639d9fdc.jpg?v=0
Goals:
The student will better understand the Nazi’s anti-Semitism and their severe mistreatment of Jews during the Holocaust.
Objectives:
The students will learn about the Holocaust’s anti-Semitism, concentration camps, and eventual genocide. They will learn about Viktor Frankl, a Jewish author who survived the camps.
Procedures:
Introductory experiences
The students will sit and immediately be shown a short slideshow of pictures showing aspects of the Holocaust. The students will write one-word reactions to the pictures. More than one reaction can be recorded by each student per picture, and emotions should be encouraged. After the slideshow, the class will discuss these reactions, which will help set the mood of the topic. How did the children feel, and why? Guide them to answers of sadness, despair, unjustness, exhausted, starving, etc. ( 6 minutes)
Developmental experiences
The Holocaust was the killing of about 6 million Jews during World War II, led by Adolf Hitler. Many of society’s problems Hitler blamed on the Jews; he sought to remove them from society. As the power of the Nazi party grew, so did their objectives. What started out as isolating Jews in ghettos turned to mass transporting and killing. Discuss genocide; extermination of a group (political, cultural, etc). Discuss concentration camps like Auschwitz and their conditions and methods. Discuss the starvation and abuse of the camps. Briefly show the Winona article relating to the Holocaust, and describe how world events can influence even the smallest towns. (13 minutes)
The students will each be given a five-digit number. As a class, they will order themselves from lowest to highest, using mathematical reasoning. Once they have done so, discuss how the Jews were tattooed with numbers in the camps. Why were they given numbers? Besides documentation, if I gave “Billy” a number instead of a name, what am I saying about him? Guide students to demoralization, Discuss learned helplessness; the Jews had huge groups, but no morale, no hope. (13 minutes)
Culminating experiences
Briefly discuss Viktor Frankl, who is a psychologist who endured years of abuse in Nazi concentration camps. He wrote Man’s Search for Meaning, which deals with his experience though thoughts, feelings and philosophies. Hand out “Your Own Words” worksheet to the class. Tell them that these phrases are passages from his book, and they all deal with suffering at the hands of the Holocaust. Have the students rephrase each passage. What does Frankl mean by these statements? Do they agree? How does this pertain to the Holocaust? Guide students to themes like morality, overcoming pain, love, fairness, fear; any emotions that students can interpret through Frankl’s work. There are no wrong answers. (13 minutes)
Assessments:
Informal assessments will be used when discussing the slideshow, the number assignment, and the Frankl worksheet. Incorporate thought-provoking questions, and try to hear from everyone.
This lesson concerns the Holocaust of World War II. It will overview the motives, sentiments and an individual associated with the Holocaust.
Materials:
5-digit number for each student, Man’s Search for Meaning by Viktor Frankl, “Your Own Words” handout, pictures for slideshow: http://shea05.tripod.com/sitebuildercontent/sitebuilderpictures/camp.jpg, http://failedmessiah.typepad.com/failed_messiahcom/images/auschwitz.jpg, http://www.annefrankguide.net/en-GB/content/2barak-b-foto.jpg
Local Winona article: http://farm3.static.flickr.com/2138/2035850929_ea639d9fdc.jpg?v=0
Goals:
The student will better understand the Nazi’s anti-Semitism and their severe mistreatment of Jews during the Holocaust.
Objectives:
The students will learn about the Holocaust’s anti-Semitism, concentration camps, and eventual genocide. They will learn about Viktor Frankl, a Jewish author who survived the camps.
Procedures:
Introductory experiences
The students will sit and immediately be shown a short slideshow of pictures showing aspects of the Holocaust. The students will write one-word reactions to the pictures. More than one reaction can be recorded by each student per picture, and emotions should be encouraged. After the slideshow, the class will discuss these reactions, which will help set the mood of the topic. How did the children feel, and why? Guide them to answers of sadness, despair, unjustness, exhausted, starving, etc. ( 6 minutes)
Developmental experiences
The Holocaust was the killing of about 6 million Jews during World War II, led by Adolf Hitler. Many of society’s problems Hitler blamed on the Jews; he sought to remove them from society. As the power of the Nazi party grew, so did their objectives. What started out as isolating Jews in ghettos turned to mass transporting and killing. Discuss genocide; extermination of a group (political, cultural, etc). Discuss concentration camps like Auschwitz and their conditions and methods. Discuss the starvation and abuse of the camps. Briefly show the Winona article relating to the Holocaust, and describe how world events can influence even the smallest towns. (13 minutes)
The students will each be given a five-digit number. As a class, they will order themselves from lowest to highest, using mathematical reasoning. Once they have done so, discuss how the Jews were tattooed with numbers in the camps. Why were they given numbers? Besides documentation, if I gave “Billy” a number instead of a name, what am I saying about him? Guide students to demoralization, Discuss learned helplessness; the Jews had huge groups, but no morale, no hope. (13 minutes)
Culminating experiences
Briefly discuss Viktor Frankl, who is a psychologist who endured years of abuse in Nazi concentration camps. He wrote Man’s Search for Meaning, which deals with his experience though thoughts, feelings and philosophies. Hand out “Your Own Words” worksheet to the class. Tell them that these phrases are passages from his book, and they all deal with suffering at the hands of the Holocaust. Have the students rephrase each passage. What does Frankl mean by these statements? Do they agree? How does this pertain to the Holocaust? Guide students to themes like morality, overcoming pain, love, fairness, fear; any emotions that students can interpret through Frankl’s work. There are no wrong answers. (13 minutes)
Assessments:
Informal assessments will be used when discussing the slideshow, the number assignment, and the Frankl worksheet. Incorporate thought-provoking questions, and try to hear from everyone.
Below is a portion of the "Your Own Words" worksheet, which I shortened to save space. Let me know if you would like the full worksheet!
Your Own Words
Viktor Frankl overcame years of anguish trapped in concentration camps, and barely escaped with his life. His thoughts, feelings and ideas are represented in his book, Man’s Search for Meaning. Here are some passages from his book, which all concern the Holocaust. Rephrase each passage in your own words. What does Frankl mean by each of these statements? Do you agree? What does this have to do with the Holocaust? Be deep, be insightful!!
Viktor Frankl overcame years of anguish trapped in concentration camps, and barely escaped with his life. His thoughts, feelings and ideas are represented in his book, Man’s Search for Meaning. Here are some passages from his book, which all concern the Holocaust. Rephrase each passage in your own words. What does Frankl mean by each of these statements? Do you agree? What does this have to do with the Holocaust? Be deep, be insightful!!
The human being is completely and unavoidably influenced by his surroundings.
Set me like a seal upon thy heart, love is as strong as death.
Love is the ultimate and the highest goal to which man can aspire.
An abnormal reaction to an abnormal situation is normal behavior.
Local newspaper article concerning the Holocaust (A bit hard to read. Any suggestions on how to increase picture size??)
1 comment:
Very Great Idea Connor!
I like the different presentation models: the handouts and slideshows, winona article.
The 5 Digit Number gives real life realization to what happened during the Holocaust.
The only thing i suggest is to make sure to have connections or a carry over from your slideshow to the discussion time.
I absolutely love all the information you give for instance a substitute teacher could really go off of this. This information is really valuable and is a great opening for the lesson.
I like the idea during culminating experience with the handout and working with the psychologist who endureed the concentration camp.
Great Job! Keep it up!
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