Mixing Technology and Emotion to Elicit An Empathetic Response to the Holocaust

Lara Hill - November 2001

 

“Facing the Dark Night of Our World”

These lessons and resources may be used in the classroom of any teacher, but please email me at lhillclasses@prodigy.net and let me know.  Also, I would love to hear your suggestions and feedback.  Thanks! 

 

Table of Contents:

Specifics of the Course: 1

Themes of the Course: 1

Objectives: 1

Specific Outcomes: 2

Resources: 3

Activities: 4

Assessments: 9

 

Specifics of the Course:

Time Period (20 days – Block schedule - 75 minute periods)

21 students

 

Themes of the Course:

Injustice

Courage

 

Objectives:

  1. Students will become empathetic to the plight of those affected by the Holocaust.
  2. Students will reflect on the ways that prejudice becomes genocide.
  3. Students will make connections between a memoir from a survivor of the Holocaust, a novel that focuses on the theme of prejudice and / or the Holocaust, and the issues surrounding prejudice that exist today.
  4. Students will use technology such as multi-media presentation software, word-processing software, and the Internet to investigate the topics further.
  5. Students will read a novel independently and demonstrate their understanding of that novel through their journals and a product.
  6. Students will prepare for the SAT test that they will undergo during the unit.
  7. Students will create questions like the ones they would find on the SAT regarding the class reading of Night and the vocabulary words.
  8. Students will increase their understanding of the elements of fiction / non-fiction and literary devices used by the authors to interpret text.
  9. Students will become more independent in their ability to pace themselves and organize their time.
  10. Students will understand current injustices raging throughout the world through individual research papers and multi-media presentations.
  11. Students will make suggestions for the prevention of injustice and genocide through their products.
  12. Students will continue their improvement of their vocabulary through their assignments and quizzes. 
  13. Students will demonstrate their improvement of their vocabulary through a cumulative vocabulary test.
  14. Students will continue their improvement of their understanding of grammar through pairs of students giving lessons on specific aspects of grammar issues.  Students will then be able to identify the correct use of the grammar rule in a published work, explain why the example is correct and then give a proper citation for it.
  15. Students will understand the organizational steps for completing a research paper about a social issue, including:  gathering of resources, note taking, paraphrasing, citing, and formatting.
  16. Students will make specific and broad connections to the themes of the course (injustice and courage) and their own lives.
  17. Students will successfully complete an objective test about the class reading that includes questions that are similar to the SAT. 
  18. Students will find ways to fight injustices that they encounter on a regular basis in their own lives.
  19. Students will investigate the specific reasons concerning why some people will stand up against injustice, while others will not.
  20. Students will interpret poetry and make connections between the poems and the major work being read by the class.
  21. Students will use various Internet resources regarding the Holocaust and genocides to inform their products.
  22. Students will listen to various songs of protest that artists have created over the modern era.  Students will be able to identify the theme of the song, the effectiveness of the song to incite change and make connections to the class readings.
  23. Students will create a class web site that will show their research products.
  24. Students will present their research findings to the class using the appropriate presentation techniques.
  25. Students will communicate with other students and the teacher to work on their research project.
  26. Students will understand the propaganda techniques used by the Nazis.
  27. Students will understand the advertising techniques used by politicians and advertisers and be able to compare the two different styles.

 

Specific Outcomes:

  1. Students will be able to identify advertising techniques in modern advertisements.
  2. Students will be able to complete an independent reading on their own and pace themselves.
  3. Students will understand the causes and effects of the Holocaust and reflect on the ways that they can combat those causes.
  4. Students will improve their ability to complete the verbal portion of the SAT test.
  5. Students will improve their use of grammar and will be able to identify / discuss various grammar rules. 
  6. Students will receive a B – or better on a cumulative grammar test.
  7. Students will become more comfortable with computer forms, Internet activities, etc.
  8. Students will improve their vocabulary and be able to understand more ideas through that improvement in more difficult texts.
  9. Students will be able to complete a research project on their own.
  10. Students will be able to create a PowerPoint presentation on their own for future presentations.
  11. Students will succeed at giving oral presentations and will take into account the elements of a good presentation.

 

Resources:

  1. Night by Elie Wiesel – about 4 ½ days in class – read aloud
  2. Independent novel about prejudice or specifically, the Holocaust – chosen from reading list provided
  3. SAT Practice Questions handout
  4. SAT Test Strategies handout
  5. Internet Activities
  6. Internet resources of the propaganda techniques
  7. Picture “Little Polish Boy with Hands Up” – Warsaw 1953
  8. Poem  “To the Little Polish Boy Standing With His Hands Up” by Peter L. Fischl from the Archives of the Simon Wiesenthal Center, California.
  9. Character Categories Graphic Organizer
  10. Building an Enriched Vocabulary by Joseph R. Orgel, Ph.D.
  11. Vocabulary Quizzes on the computer
  12. English Grammar and Composition – Fifth Course by John E. Warriner
  13. Grammar lessons created by pairs of students in the class
  14. Songs of protest gathered by teachers
  15. Various Internet sources
  16. Computer Lab – with Internet access
  17. www.blackboard.com - Class web page with links to assignments and important links to necessary web sites.
  18. Schindler’s List – movie on the actions of Oskar Schindler – Steven Speilberg - VT 950.53 Sch
  19. The Holocaust in Memory of Millions – The story of the Holocaust, hosted by Walter Cronkite at the US Holocaust Memorial Museum – Discovery Channel – VT 940.53 Hol
  20. Nuremberg – partial documentary on trial of Holocaust perpetrators
  21. “Us and Them” – Pre-Viewing – Reading 5 - Facing History and Ourselves:  A Guide to the Film Schindler’s List – VT 950.53 Sch
  22. “Stereotypes and Choices” – Pre-Viewing – Reading 2 - Facing History and Ourselves:  A Guide to the Film Schindler’s List – VT 950.53 Sch
  23. “The Research Process and Product” booklet – Rancocas Valley Regional High School, Mount Holly, NJ – various sections

 

 

Activities:

 

Day 1:  April 23, 2001

  1. Anticipatory Set:  Large group discussion:  Complete a KWL chart to determine what the class Knows about the Holocaust and what they Want to know about the Holocaust.
  2. Watch the beginning of The Holocaust in Memory of Millions – The story of the Holocaust, hosted by Walter Cronkite at the US Holocaust Memorial Museum – Discovery Channel – VT 940.53 Hol -   first 30 minutes
  3. As students watch the film, list facts down from the movie.
  4. Closure:  Large Group Discussion:  Finish the KWL chart by listing what they Learned.  Also, list what other questions have come up in the Want to know section.
  5. For homework, write 2 more “good” questions that you want to know about the Holocaust.

 

Day 2:  April 24, 2001

  1. Anticipatory Set:  Large group discussion:  What other things do you want to know about the Holocaust, based on the homework assignment?
  2. Transition:  We are going to use different media and stories to understand some of the answers to these questions and to raise even more questions.
  3. Hand out Night books. 
  4. Read section one aloud of the book.
  5. Watch more of The Holocaust in Memory of Millions – The story of the Holocaust, hosted by Walter Cronkite at the US Holocaust Memorial Museum – Discovery Channel – VT 940.53 Hol -   last 30 minutes
  6. Closure:  Large Group Discussion:  Finish the KWL chart by listing what they Learned.  Also, list what other questions have come up in the Want to know section.
  7. For homework, read “Stereotypes and Choices” – Pre-Viewing – Reading 2 - Facing History and Ourselves:  A Guide to the Film Schindler’s List – VT 950.53 Sch.  Complete journal entry by choosing one of the last 3 paragraphs in the “Connections” section.  The length of the journal should be a page and a half.  Be prepared to share with classmates the next day.
  8. For homework, choose an independent reading book from the list.  Get a copy of the book by Day Four.

 

Day 3:  April 25, 2001 – Computer Lab

  1. Anticipatory Set:  Get ready for Vocabulary Quiz on the computer.
  2. Take Vocabulary Quiz.
  3. Turn in Vocabulary assignment.
  4. When all are finished quiz, share your journal entry with a partner.  Underline a sentence from their journal that you really liked.  Be prepared to share with the class.
  5. Whip discussion:  Go around and share sentences.
  6. Large group discussion:  What themes come up from our sentences.
  7. Show picture of “Little Polish Boy with Hands Up” – Warsaw 1953 and read poem aloud “To the Little Polish Boy Standing With His Hands Up” by Peter L. Fischl from the Archives of the Simon Wiesenthal Center, California.
  8. In response journal, write “What are you wondering at this moment?  Write a list of ‘wonder’ questions.  What are you feeling?  Write about your reactions to the poem.
  9. Large group discussion:  Share ideas.
  10. Explain that the poem is an ecphrastic poem in which the viewer / poet ‘speaks to’ great works of art, sculpture and photography.  In the speaking, the poet enters the spirit and feeling of others.  That entering is called “empathy.”
  11. Explain the assignment:  Based on the links provided by the teacher, find a photograph, piece of art, monument or sculpture that profoundly affects or inspires you.  It should be a work that ties into the themes and subject of the Holocaust.  The work should affect you and us.  Copy or acquire a copy of the work of art or photograph to display for the class.  Write an ecphrastic poem.
  12. Be prepared to present you picture and poem to the class on Day 8.
  13. Work on finding your picture.
  14. For homework, read section 2 of Night.  Continue filling in character organizer.

 

Day 4:  April 26, 2001

  1. Anticipatory Set:  Share ideas from homework.
  2. Watch Schindler’s List from 45:55 – Confiscation from the Jews until 1:14:45 - Schindler looks at his empty factory (about 28 minutes).
  3. Large group discussion:  What questions, comments, etc. come up from the viewing?  What comparisons can you make between the two?
  4. Explain the Independent reading assignment.  Due date of journals and assignment will be on Day 15.
  5. Read “Us and Them” – Pre-Viewing – Reading 5 - Facing History and Ourselves:  A Guide to the Film Schindler’s List – VT 950.53 Sch.
  6. From the “Connections” section, choose one of the 1st five paragraphs to address in a journal entry to be turned in on Day Five.  The length of the journal should be a page and a half.  Be prepared to share with classmates the next day.

 

Day 5:  April 27, 2001

  1. Anticipatory Set:  What do you know about the SAT test? 
  2. Large group discussion:  Share ideas.
  3. PowerPoint presentation of Verbal question types (sentence completions, analogies, and critical reading passages).  Take notes.
  4. Hand out practice test packets.  Go over the first few questions of each packet together.  Finish the balance by Day Six to review in class.
  5. Explain assignment for SAT test questions based on Night.  Following format and well written based on the readings.  Must have 5 questions, at least one of each type.  Due on Day 6.
  6. Grammar lesson by pair of students.  Review date for Grammar follow-up task that is due online.
  7. Read aloud section 3 of Night in class. 
  8. Large group discussion:  share ideas from the reading.  How does Weisel use literary techniques to tell what happened?
  9. Watch Schindler’s List – Tape 2 from 0:04:00 - Children onto trucks to make room for new prisoners until 0:11:40 - Schindler hosing down the cattlecars.
  10. Large group discussion:  What connections do we see between the reading and the movie.
  11. Pair share:  Share your journal assignment from Day Four with a partner.  Underline the sentence that stands out from your partner’s journal.  Be prepared to share.
  12. Closure:  Whip discussion.  Share sentences from each journal.
  13. For homework, read section 4.  Write a response journal based on your reading.  The length of the journal should be a page and a half.  Be prepared to share with classmates the next day.
  14. For homework, finish practice SAT tests for Day 6 – next class.
  15. For homework, complete 5 SAT tests and ecphrastic poem / picture that are due on Day 6.  Work on Independent reading task, which is due on Day 15.

 

Day 6:  April 30, 2001

  1. Anticipatory Set:  Pull out the practice SAT tests.  Turn in 5 SAT questions.
  2. Large group discussion:  Share answers and review.
  3. Read section 5 aloud. 
  4. Small group activity:  Reflect on Weisel’s losing of faith through activity.
  5. Explain research project through handout.
  6. Review “Gathering Sources and Creating a Preliminary Bibliography” from Research packet. 
  7. For homework, read section 6.  List the specific actions, ideas, people, etc. that keep Elie Wiesel persevering.  Indicate the page number for each.

 

Day 7:  May 1, 2001 - Library

  1. Anticipatory Set:  What “things” kept Elie Wiesel persevering.
  2. Large group discussion:  Share ideas. 
  3. Read section 7 aloud.
  4. Go to library and have mini-lesson on research sources available.
  5. Begin research at the library.  There must be a minimum of 5 sources and they must include at least one of each of the following:  reliable Internet source, one book, one account from a victim, and one fiction text (play, poem, novel, etc.). – Due on Day 17.
  6. For homework, read sections 8 + 9 by Day 9.

 

Day 8:  May 2, 2001 – Computer Lab

  1. Anticipatory Set:  Get ready for Vocabulary Quiz.
  2. Take Vocabulary Quiz.
  3. Turn in Vocabulary assignment.
  4. Each student will share picture with the class and read poem aloud.
  5. As each student will respond to the poem with a list of key words that the poet uses to cause the listener to empathize with the character in the picture.
  6. Continue to research for research paper.

 

Day 9:  May 3, 2001

  1. Anticipatory Set
  2. Large group discussion:  Share ideas about the ending of the book.
  3. Explain the test format.
  4. Review the steps for “Note Taking” from Research Packet.
  5. Finish the rest of Schindler’s List – Tape 2 – from 0:21:10 - Schindler bargains for “his” people with Goeth to 1:10:00 - generations of the survivors come over the hill, ending.
  6. For homework, prepare to take SAT test format on Night on the computer over the Internet.  Review responses in order to prepare for the SAT test.

 

Day 10:  May 4, 2001

  1. Anticipatory Set:  Prepare for the test.
  2. Take test on Night.
  3. Work on independent project – due on Day 15.
  4. Work on Research project – due on Day 17.

 

Day 11:  May 7, 2001 - Library

  1. Anticipatory Set:  Prepare for Grammar lesson.
  2. Grammar lesson by pair of students.  Review date for Grammar follow-up task that is due online.
  3. Explain parenthetical citation and works cited format using packets from Research Packet.
  4. Continue to do research in library.

 

Day 12:  May 8, 2001

  1. Anticipatory Set:  How did the Nazis get the Jews and others to do what they wanted?
  2. Large group discussion:  share ideas.
  3. Show portion of Nuremberg movie.
  4. Explain Nazi propaganda techniques through PowerPoint presentation.
  5. Look at ads in magazines and see if any of those techniques are still in use today.
  6. Explain modern propaganda techniques through PowerPoint presentation.
  7. Discuss reliability of sources.
  8. Complete practice activity of identifying propaganda techniques used in advertising.
  9. Closure:  Share ideas from practice activity.

 

 

Day 13:  May 9, 2001

  1. Work on Research project – due on Day 17.

 

Day 14:  May 10, 2001 – Computer Lab

  1. Anticipatory Set:  Get ready for Vocabulary Quiz.
  2. Take Vocabulary Quiz.
  3. Turn in Vocabulary assignment.
  4. Review format of final paper.
  5. Work on paper.

 

Day 15:  May 11, 2001

  1. Anticipatory Set:  Listen to a song of protest and prepare to discuss the themes.
  2. Large group discussion:  share ideas.
  3. Grammar lesson by pair of students.  Review date for Grammar follow-up task that is due online.
  4. Turn in Journals.
  5. Presentations of independent reading projects.

 

Day 16:  May 14, 2001 – Computer Lab

  1. Anticipatory Set:  Listen to a song of protest and prepare to discuss the themes.
  2. Large group discussion:  share ideas.
  3. Explain requirements of PowerPoint Presentation.
  4. Work on PowerPoint presentation independently.
  5. Remind students of work that is due.

 

Day 17:  May 15, 2001 – Computer Lab

  1. Anticipatory Set:  Listen to a song of protest and prepare to discuss the themes.
  2. Large group discussion:  share ideas.
  3. Remind students of the requirements of PowerPoint Presentation.
  4. Work on PowerPoint presentation independently.
  5. Remind students of work that is due.

 

Day 18:  May 16, 2001 - Computer Lab

  1. Anticipatory Set:  Listen to a song of protest and prepare to discuss the themes.
  2. Large group discussion:  share ideas.
  3. Remind students of the requirements of PowerPoint Presentation.
  4. Work on PowerPoint presentation independently.
  5. Remind students of work that is due.

 

Day 19:  May 17, 2001

  1. Anticipatory Set: Listen to a song of protest and prepare to discuss the themes.
  2. Large group discussion:  share ideas.
  3. Turn in final version of research paper.
  4. Presentations of Research PowerPoint presentations.

 

Day 20:  May 18, 2001

  1. Anticipatory Set:  Listen to a song of protest and prepare to discuss the themes.
  2. Large group discussion:  share ideas.
  3. Grammar lesson by pair of students.  Review date for Grammar follow-up task that is due online.
  4. Presentations of Research PowerPoint presentations.

 

Assessments:

  1. Vocabulary Quizzes (3) – (Lesson 8, Lesson 9, and Lesson 10)
  2. Vocabulary Assignments (3) – (Lesson 8, Lesson 9, and Lesson 10)
  3. Grammar Follow-up Tasks – (4)
  4. Grammar Lessons – (4)
  5. Create a minimum of 5 SAT practice questions based on our vocabulary and our class readings
  6. Practice worksheets using SAT techniques
  7. Objective test on Night using SAT test format questions
  8. Various handouts for reading
  9. Various journal entries
  10. Write a 2-page summary of the novel and how it relates to our study of the Holocaust.  Include a character analysis for each major character, a summary of the plot, information about the setting, and a summary of the major theme of the novel.  Then include a review of the novel.  Finally, end with connections you found between our discussions and work in class and our reading of Night.  Be prepared to present to the class both your independent novel product and an oral speech based on your 2-page summary.
  11. Original Poem using Ecphrastic technique with a photograph from the Holocaust period – presented to the class
  12. Independent novel product – Choose from one of 3 options:

·        Create a radio dramatization of a scene from your novel and explain how it connects to the Holocaust.

·        Write a dialogue between a character in your novel and any character in the book Night.  Explain the similarities and differences between the 2 characters as well as the reason why you selected those 2 characters.

·        Create a well-formed collage with pictures that are actual representations of scenes / characters from the novel as well as symbols that represent the connections between your novel and Night.

  1. Written research paper on social issue regarding prejudice / genocide.  Must be 3-5 pages long and must include parenthetical citations along with “Works Cited” section.  There must be a minimum of 5 sources and they must include at least one of each of the following:  reliable Internet source, one book, one account from a victim, and one fiction text (play, poem, novel, etc.). 
  2. A multimedia project that allows the student to present their findings from their research paper.  Must include a minimum of 15 slides, pictures, sound, “Works Cited” section for all sources, and one video.  This will be presented to the class using the appropriate techniques for oral presentations.

 

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