Week Two Nakkia Patrick English/Language Arts- 8 th Grade Anne Frank/Holocaust Wednesday: January 15, 2014 Standards: EL.8.7.9 2006 Interpret and evaluate the various ways in which visual image makers (such as graphic artists, illustrators, and news photographers) communicate information and affect impressions and opinions. EL.8.2.4 2006 Compare the original text to a summary to determine whether the summary accurately describes the main ideas, includes important details, and conveys the underlying meaning. EL.8.3.9 2006 Analyze the relevance of setting (places, times, customs) to mood, tone, and meaning of text. EL.8.7.1 2006 Comprehension: Paraphrase (restate) a speaker's purpose and point of view and ask questions concerning the speaker's content, delivery, and attitude toward the subject. EL.8.7.10 2006 Speaking Applications: Deliver narrative presentations, such as biographical or autobiographical information that: relate a clear incident, event, or situation, using well-chosen details. reveal the significance of the incident, event, or situation. use narrative and descriptive strategies to support the presentation, including relevant dialogue, specific action, physical description, background description, and comparison or contrast of characters. EL.8.3.2 2006 Analysis of Grade-Level-Appropriate Literary Text: Evaluate the structural elements of the plot, such as subplots, parallel episodes, and climax; the plot's development; and the way in which conflicts are (or are not) addressed and resolved.
Focus: This lesson is intended for an 8 th grade English/Language Arts classroom. In this lesson, students will analyze photos from the Holocaust and continue reading The Diary of Anne Frank. Objectives: (1) Students will be able to compare and contrast their ideas with facts using images. (2) Students will be able to predict what s happening in photos using prior knowledge. Goal for Learner: Use images to understand more about those involved in The Holocaust. Materials: -ChromeBooks -Writing Utensil -Literature Books -Flash Cards -Holocaust Images -Image Worksheet Strategies: -Quick Write -Activating Prior Knowledge -Frontloading -Read-Aloud Content and Procedures: 1. At the beginning of the period, have students draw a picture of each words on their flash cards. 2. Have a few students share what they drew. 3. Introduce Image Activity. -For this activity, you will be given an image without a caption. You are to fill out the front side of the worksheet making assumptions about the actions and the people in this photo. Once you have completed the front, you will come up and switch your photo for the same photo with a caption on it. Now that you have the caption, fill out the backside of the worksheet to see if your predictions and guesses were correct. 4. Pass out photos and worksheets. 5. Allow time for students to complete worksheet side one. 6. Interchange photos as groups need. 7. Allow time for student to complete worksheet side two. 8. Have a member of each group stand up and show their photo to the class. 9. Ask each group what they thought the picture was about. Then have them tell us what s truly going on in the picture and how that differed from their original assumptions. 10. Transition into reading The Diary of Anne Frank.
-Now that we have learned more about the Holocaust and those involved, lets apply what we ve learned to what the Franks experienced and why they went into hiding. 11. After reading, instruct students to read the rest of Act 1 Scene 2 for class the following day. Closure: Today we drew a picture that you can relate your vocabulary words to. Then we participated in an activity to understand more about The Holocaust, what we know about The Holocaust, and saw different perspectives of those who were involved. Lastly, we read The Diary of Anne Frank. Practice/Application: Practiced vocabulary words by drawing an image they could relate to the word. Assessment: (1) The teacher will be able to assess the students ability to compare and contrast their ideas with facts using images by listening to them share in small groups, listening to them share in class discussion, and reading their worksheet responses. (2) The teacher will be able to assess the students ability to predict what s happening in the photos using prior knowledge by listening to them share in small groups, listening to them share in class discussion, and reading their worksheet responses. Reflection: 1. What went well? The photo activity was a hit! The students had a lot of questions, changed some of their previous perspectives, and had a lot to saw about the differences of what they already knew compared to what they learned. Use this in the future! 2. What did not go well? They seemed rushed for the photo activity and could have gotten more out of it. 3. What would you do differently next time? Next time, I might take the whole period for this activity or have another activity closely related to pair this with. Reading right after was difficult for them and wasn t a great transition. 4. What can you improve on as a teacher? Wait time. They won t know all of the answers right away! Let it sink in and they will come to it in their own time.
1
German customs officials supervise the packing of a moving van containing the belongings of a Jewish family preparing to emigrate. Part of the officials job was to prevent the smuggling of valuables that law prohibited Jews from taking with them. Bielefeld, Germany, 1936. Stadtarchiv Bielefeld 1
2
A member of the Lithuanian auxiliary police auctions off property of Jews who were recently executed in the nearby Rase Forest. Lithuania, July August 1941. US Holocaust Memorial Museum, courtesy of Saulius Berzinis 2
3
A police official distributes Jewish badges after German occupation orders require Jews residing in the northern occupied zone of France to wear badges. Paris, 1942. Nationaal Archief/Spaarnestad Photo/Cl. Aveline 3
4
SS officers and female assistants at an SS resort 18 miles from Auschwitz. July 1944. Many of those depicted were involved in processing the Jewish deportees who arrived at Auschwitz from Hungary in summer 1944. US Holocaust Memorial Museum 4
5
An anti-jewish banner hangs over a busy, commercial street in Treptow, Germany. The banner reads: The Jews are our misfortune. Stadtarchiv Nürnberg, Stürmer Archiv, E39 Nr.2261/4 5
6
Jews from an area of Greece recently occupied by Bulgaria, an ally of Nazi Germany, register with Bulgarian officials for deportation to the Treblinka killing center. Lom, Bulgaria, March 1943. Photographic Archive of the Jewish Museum of Greece 6
7
Uniformed Gestapo officials load Jews onto trucks for deportation in full view of many onlookers. Kerpen, Germany, 1942. Stadtarchiv Kerpen 7
Divide into groups of two or three. Each group should have one photograph. Examine the photograph and answer the questions in Section 1. SECTION 1 How many people are in the photograph? How many men and women? Are they young or old? Describe and differentiate the people by the clothing worn. On the most general level, what is the setting or location? Where was the photograph taken (e.g., outside, on the street, inside, etc.)? Describe, if possible, the relationship between the individuals, or groups of individuals, in the photograph. If objects are a central focus of the photograph, list them and describe the relationship between the objects and the individuals. Based on your observations, what do you think is happening in the photograph? Write a caption for the photograph. When you have completed Section 1, wait for the next set of instructions before moving on to Section 2.
SECTION 2 Complete Section 2 after receiving and reading the caption for the photograph. Discuss and record your answers to the following questions. These questions focus on the non-jewish individuals present in the photographs. Knowing what you now know about the photograph How would you label the individuals present in the photograph: helpers, Nazi helpers, willing helpers, unwilling helpers, a combination of these, or none of these? Explain your answer and the reasons you used in making it. In order for the Holocaust to have happened, how necessary was the action taking place in the photograph? If more than one behavior is occurring, rate each action separately. 1 3 5 7 10 (Not at all necessary) (Neutral) (Absolutely necessary) Explain your choice: What might be the motivations of, or the pressures on, the individuals for their actions? List as many as you think might explain their actions. What additional questions does this photograph raise? 100 Raoul Wallenberg Place, SW Washington, DC 20024-2126 ushmm.org NHE.00474A.PDF
Fill in the chart as each group reports on what they learned about their photograph. PHOTOGRAPH 1 2 3 4 5 6 7 SETTING Where was the photo taken? PEOPLE AND AND ACTIONS AC- (NON-VICTIMS) TIONS Who is in the photo and what are they doing? POSSIBLE MOTIVATIONS AND PRESSURES (NON-VICTIMS) What might explain why the people are doing what they are doing?