Goals & Objectives
Students will pair talk regarding their ideas about the Holocaust. Two students will partner up and come up with their own conclusions to the questions provided. The questions will be written down on notebook paper. When the given time limit to answer these questions has been reached, that pair will join up with a pair sitting next to them and the two groups will share the ideas that they both came up with. The ultimate goal is to critically think about important questions regarding the Holocaust.
California State Content and Common Core Standards
10.8 Students analyze the causes and consequences of World War II.
10.8.5. Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians.
10.8.5. Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians.
Lesson Introduction
The teacher will assess the prior knowledge of the students by having a classroom discussion regarding the Holocaust. Critical thinking questions will be asked. “How would you feel if you arrived at the gates of Auschwitz, and you were separated from your family? How would you feel not knowing if you’d ever see them again? What would your first thoughts be seeing the emaciated prisoners inside the work camp?” These questions will not necessarily be answered out loud, but used more as a tool to get the students thinking.
Vocabulary
Students will use brief vocabulary in this lesson. Because it is going to be a discussion with other students, the only vocabulary the teacher would expect the students to memorize are:
- The Holocaust
- Auschwitz
- Adolf Hitler
- Zyklon B
- The Holocaust
- Auschwitz
- Adolf Hitler
- Zyklon B
Content Delivery (Lecture)
The teacher will compose a brief lecture highlighting the important facts from a previous lesson that gave great detail about the Holocaust.
Student Engagement
During the lecture, students will jog their memory regarding the important facts of the Holocaust. Students will then pair talk regarding their ideas about the Holocaust. Two students will partner up and come up with their own conclusions to the questions provided. The questions are:
1) What do you think Hitler was trying to do in sending people to concentration camps? Why did he let some live, but immediately murder others?
2) What do you think was the worst part about being in the concentration camps?
3) Is it possible to keep one’s hope alive in a concentration camp?
The questions and answers will be written down on notebook paper. When the given time limit to answer these questions has been reached, that pair will join up with a pair sitting next to them and the two groups will share the ideas that they both came up with.
1) What do you think Hitler was trying to do in sending people to concentration camps? Why did he let some live, but immediately murder others?
2) What do you think was the worst part about being in the concentration camps?
3) Is it possible to keep one’s hope alive in a concentration camp?
The questions and answers will be written down on notebook paper. When the given time limit to answer these questions has been reached, that pair will join up with a pair sitting next to them and the two groups will share the ideas that they both came up with.
Lesson Closure
Students will turn in their answers to the teacher. A final thought-provoking question will be asked before the students leave.
“What would the world be like if Hitler’s plan had come to fruition?”
This is a question to ponder over because the consequences could have been severe.
“What would the world be like if Hitler’s plan had come to fruition?”
This is a question to ponder over because the consequences could have been severe.
Assessment
Formative- The teacher will walk around the room to hear overall thought process. During the group discussion, students will be asked questions that allow them to think critically.
Summative- Students will receive a small grade on the papers they are turning in that contain their answers to the questions asked. This will also allow the teacher to see if the students encompassed all of the pertinent information from the lesson.
Summative- Students will receive a small grade on the papers they are turning in that contain their answers to the questions asked. This will also allow the teacher to see if the students encompassed all of the pertinent information from the lesson.
Accommodations for English Learners, Striving Readers and Students with Special Needs
Allowing students to brainstorm constructively and openly during the group work is a type of interactive instruction that might help students with special needs and striving readers. This activity allows these students to receive instruction by speaking and listening. English learners will benefit from the one-on-one interaction. If, at first, English learners do not feel confident speaking in front of their partner, the partner can give their ideas first to hopefully make the English learner feel more confident.