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LANGUAGE ARTS :: SECONDARY RESOURCES :: RIGHT DIRECTION 2 :: OTHER VICTIMS OF THE HOLOCAUST

OTHER VICTIMS OF THE HOLOCAUST

Planning Points

Approximate Time Needed: 4 days
Correlation to English I SCS 1.02, 2.02, 3.02, 3.03, 6.01
Correlation to NC High School Exit Exam Competencies: C-2, PI-9, PI-12, PS-15, PS-17

Lesson Objectives:

Students will work cooperatively to collect information about groups persecuted during the Holocaust, create new products using this information, respond reflectively on the roots and manifestations of prejudice against this group, and present their findings to the class.

Materials Needed:

Description:

Before delving into the specifics of the Holocaust, it's useful to explore students' prior knowledge. A KWL chart is a great tool for determining what the class already knows and what students want to know about the Holocaust. One of the most universal responses in the "Know" column is that "the Nazis did this to the Jews." This provides an opportunity to point out that other groups also faced persecution during the Holocaust, which often leads to the question, "what other groups did the Nazis persecute?" in the "Want to Know" column of the chart. This activity allows students to investigate this question intimately.

  1. Group students into five groups. Give each group a packet, which will include:
    • A cover letter (see attached)
    • A map
    • One of the brochures published by the USHMM
    • Project Evaluation Rubric (see attached)
    • Project Evaluation Rubric (see attached)
    • Group Delegation Sheet (see attached)
  2. Direct students to read the cover letter to discover their task. When they have finished, they can read their brochure and delegate responsibilities using the Group Delegation Sheet.
  3. Set deadlines for each of the project components (timeline, list, map, poster, essay, bibliography) or for the project as a whole.
  4. On the due date, each group presents their project. Some helpful guidelines for presentations:
    • Explain why the Nazis wanted to eliminate this group
    • Explain the images and other information on your group's poster
    • Explain what your group learned -- the roots, manifestations, and continuation of prejudice against this group.

Assessment:

See attached rubric.

Additional Notes:

This activity works best if students arrange themselves into groups. They know who they can stand to work with over a long period of time. The Group Delegation sheet allows for greater organization and productivity.

Teacher's Notes:

January 31, 2002

Jane Doe
Middle School Publishers, Inc.
8989 Fieldcrest Rd.
Erie, Indiana 45644

Joe Schmoe
Curriculum Designs, Inc.
PO Box 332
Columbia, NC 27925

Dear Mr. Schmoe,

The United States Holocaust Memorial Museum has contracted with Middle School Publishers to create a new line of materials for use in teaching middle school students about the Holocaust. Unfortunately, because of the economy, we have had to lay off most of our curriculum designers, and are in dire need of help. We have read your proposal and our Board of Directors has agreed to subcontract this project out to your company.

The project involves creating packets of materials that middle school teachers can use to teach their students about some of the lesser-known victims of the Holocaust, such as Jehova's Witnesses, Poles, Homosexuals, Sinti and Roma Peoples, and the handicapped. Right now, we'd like you to focus on the <name of group>. Your packet should include the following items:

  • A timeline of important events relating to the persecution of this group
  • A list of reasons why this group was persecuted by the Nazis
  • A map of the death camps these people were assigned to and the routes they took to get there
  • A poster, with symbols to represent the persecuted group, which visually represents the horror of their persecution and includes the number of members of this group killed by the Nazis
  • An essay which discusses the roots, manifestations, and continuation of prejudice against this group
  • A Bibliography

I know that time is short, but we would like to have a copy of these materials faxed to our office by the close of business on Thursday, February 7, 2002. We will be expecting the same thorough, well-organized materials as always.

Thank you,

Jane Doe

Group Delegation Sheet

Group Roles

Each group member signs up next to the role in which they feel most comfortable.

Deadline Police/Editor
Typist
Researcher
Artist

Products

Each group member signs up next to the product for which they want to be responsible. Being responsible for a product does not mean doing all the work. The person responsible takes the lead role in making sure the product gets done and that all group members stay involved in the process.

Timeline

Map
Poster
Essay

Group Evaluation Rubric

All group members participated in the project equally

1 2 3 4 5 6 7 8 9 10

Group responsibilities were divided evenly and fairly

1 2 3 4 5 6 7 8 9 10

Group members respected one another's ideas

1 2 3 4 5 6 7 8 9 10

Group met all deadlines

1 2 3 4 5 6 7 8 9 10

Group members stayed on-task while working on project

1 2 3 4 5 6 7 8 9 10

Group worked well together

1 2 3 4 5 6 7 8 9 10

Group decisions reached by consensus

1 2 3 4 5 6 7 8 9 10

Group was respectful of the serious nature of the subject

1 2 3 4 5 6 7 8 9 10

Group asked for help when needed

1 2 3 4 5 6 7 8 9 10

Group was able to resolve minor conflicts without the teacher

1 2 3 4 5 6 7 8 9 10

Total

Project Evaluation Rubric

Timeline - 20 points

____ / 5 Includes all relevant events
____ / 5 Clear description of events
____ / 5 Organized clearly
____ / 3 Creativity
____ / 2 Neatness

List - 10 points

____ / 3 Includes all relevant reasons
____ / 3 Includes relevant quotations
____ / 2 Organization
____ / 2 Typed

Map - 20 points

____ / 5 All relevant locations clearly marked
____ / 5 All relevant routes clearly marked
____ / 5 Key
____ / 3 Creativity
____ / 2 Neatness

Poster - 20 points

____ / 5 Includes relevant symbols
____ / 5 Includes number killed
____ / 5 Conveys horror of persecution
____ / 3 Creativity
____ / 2 Neatness

Introductory Essay - 20 points

____ / 5 Convincing argument for tolerance
____ / 4 Organization
____ / 2 Creativity
____ / 2 Spelling/Grammar/Punctuation
____ / 2 Typed

Bibliography - 10 points

____ / 4 Follows MLA format
____ / 4 Cites all sources
____ / 2 Typed
_______/ TOTAL

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