We Remember the Holocaust
Katie O'Malley

Lesson Plans: Introductory Activity

• Sequence of the Lessons
• Grading Rubric for all Assignments
• Reading (Introduction)

Because this is a integrated unit, many of the lessons are done on a daily basis. It is with this idea that I chose to locate these lessons first in this section. I have placed the lessons in the order that they would be delivered on any given day. You will find a schedule for reference in the front of this section and the (daily) lessons sequentially following it. Prior to this, however, is a brief synopsis of the introductory activity which kicked off our unit on the Holocaust.
You will find another marker when the lessons change to single lessons within the unit. And following all of this, is a description and rubric for the culminating activity.

A check plus indicates that the student put in their best quality of work. The answers are well thought out, with the writing very detailed. The level of effort goes beyond what is expected and oftentimes the student will bring in their own ideas and opinions about the question or topic at hand. The ideas and opinions are backed by evidence or paralleled to other examples within our own society.

A check indicates that the student did the requirement for the assignment. The amount of effort is sufficient, however, the answers are straightforward and fairly objective. No reference to other sources or information can be found. The student's ideas step up only one tier of thinking.

A check minus indicates that the student has not done the work to a level that is expected of them. There is little or no effort put into the assignment. There are no indications of thought outside of the required answer and oftentimes the work will be for the most part incomplete. Students' have rushed to write anything down (regardless if it makes sense) and therefore make avoidable mistakes.
Introductory Activity

On the first day of this unit, we will begin with a simulation. The Holocaust was to be remembered as a time of discrimination against one group of individuals. Throughout the unit, we will be looking at parallels of those practices in our own society. To briefly open the topic of discrimination and persecution, a small group of students were selected to be ignored for one day by the teachers. This group of students have one outstanding characteristic common among them; they were blonds. Because the unit's goal is to open student's eyes to the horrors of the Holocaust and learn from our own mistakes in the past, the group of students were secretly prepared ahead of time. The purpose of this simulation was

not

to recreate the anger and harsh behavior towards one group, but rather to formulate some type of model for our own classroom definition of prejudice and discrimination. On the following page you will find a copy of the notice that is given to each of our selected blonds. At the end of the day, all the students will be told about the experiment. Those selected blonds will be given a mini-assignment to go home and reflect on how this simulation made them feel. The next day students will discuss the feelings they had with the entire class. A brief explanation of the Holocaust and our purpose for this unit will be given at this time.

To: ______________________________

Today we are doing an experiment for the beginning of our Holocaust unit. A selected group of students in your class have been chosen to be ignored for the entire day by the teacher. This means that they will not be called on when their hand is raised, cannot ask questions in front of the whole group, etc. So, if you raise your hand, I will not call on you. Do not take it personally, it is part of our experiment. You will understand more tomorrow when we talk about it. If you have a very important thing to say to me or have an absolutely needed question, approach me in between classes privately. Nod your head when I come around if you understand this. Remember, this will only work if you don't tell anyone in the classroom that you are part of this group. We are going to see if anyone notices by the end of the day.
Miss O'Malley


To: ______________________________

Today we are doing an experiment for the beginning of our Holocaust unit. A selected group of students in your class have been chosen to be ignored for the entire day by the teacher. This means that they will not be called on when their hand is raised, cannot ask questions in front of the whole group, etc. So, if you raise your hand, I will not call on you. Do not take it personally, it is part of our experiment. You will understand more tomorrow when we talk about it. If you have a very important thing to say to me or have an absolutely needed question, approach me in between classes privately. Nod your head when I come around if you understand this. Remember, this will only work if you don't tell anyone in the classroom that you are part of this group. We are going to see if anyone notices by the end of the day.
Miss O'Malley


To: ______________________________

Today we are doing an experiment for the beginning of our Holocaust unit. A selected group of students in your class have been chosen to be ignored for the entire day by the teacher. This means that they will not be called on when their hand is raised, cannot ask questions in front of the whole group, etc. So, if you raise your hand, I will not call on you. Do not take it personally, it is part of our experiment. You will understand more tomorrow when we talk about it. If you have a very important thing to say to me or have an absolutely needed question, approach me in between classes privately. Nod your head when I come around if you understand this. Remember, this will only work if you don't tell anyone in the classroom that you are part of this group. We are going to see if anyone notices by the end of the day.
Miss O'Malley

Teacher of the Lesson: Katie O'Malley
Lesson Topic: Reading (Introduction)
Grade Level: Fifth
Approximate Time: 30 to 45 minutes

Objectives:

1. Students will describe their roles in the simulation and compare the positives and negatives to both sides.
2. Students will reflect and write on a favorite or "remembered" holiday in their family.

Materials:

• "We Remember" Notebooks
• The book, The Devil's Arithmetic (23 copies)

Procedures:
Introduction --

1. Transition into the first day of reading with a reminder and explanation about the "We Remember" notebooks, however, it should be fresh in the students' minds from yesterday.
2. Start by asking for those who were discriminated against yesterday during our simulation to come to the front of the room.
3. As an introduction to our Holocaust unit, a selected group of students (blonds) were ignored by the teacher and not allowed to participate in any whole class activities for one day. To begin our discussion on the discrimination of one group in history, these selected students will come up and explain what was going on and how it made them feel.
4. Explain to the class that this is one way how we can remember the past so as not to let it repeat itself. Ask them for some other ways. (Probe them into reading about the past and history, perhaps through historical fiction.)

Sequence of Instruction --

1. Pass out a copy of The Devil's Arithmetic to each student. Explain to the students that the first chapter begins with an old family tradition and holiday.
2. Recently, some of us celebrated a holiday called Easter. Ask the students whether or not every person could have celebrated and recognized the holiday in the same way. Why not?
3. Guide them into the idea that everyone's family has very different customs and traditions that make their holidays unique from all others. Ask open ended questions like, What are some of the important reasons that we recognize these days and any others? Bring them to the idea, that we want to remember the past and those important individuals within it.

Closure --

1. In this same way, we our going to write a short essay about a favorite or important holiday in your own family's life and write WHY it is important. Give a few brief examples at this time. It is essential to model an appropriate idea for the students.
2. Assignment: Have the students open their notebooks to the "Introductory Activity" page and give them time to write a significant holiday. Remember to tell them that this is an in class assignment and that it will be shared tomorrow with their peers.
3. Walk around the room to help and assist students in the writing process. When they are finished, they may begin working on their homework assignment: read chapter 1 and do the questions in the notebook.

Evidence of Students Achieving the Objectives:

1. Each member of the selected group of 7 will speak clearly and appropriately about their day with an explanation of personal feeling and attitude.
2. Each member of the class will come produce at least one positive and negative aspect to the situation.
3. The essays will be neat and complete, showing evidence of effort and critical thinking in reflection. Each person will receive a score of , , or .

Adaptations or Reteaching Ideas:

For the more stimulated thinker and writer, have them create their piece of writing in the form of an editorial advocating their practice and traditions as the most accepted and desired.
During the individual assistance time, spend extra time with those with special needs to monitor the writing process a little more closely.

Reflection:

It is important to me that this first whole class reading group for my unit be a success. I will measure my own success with that of the quality of the discussion. I feel that it is important not to bog down on one issue for too long. The discussion must keep rolling and involve most everyone in the class. To me, if everyone is truly involved in the discussion, then I know it has been a success.