Goal: Students will be able to identify and describe discrimination and how it manifested in the Holocaust. Objectives: Students will be able to list and describe the following in regards to discrimination, racism, and intolerance:
The Holocaust Death Camps Racial Purity Aryan Jewish People Ghettoes
CA State Content Standards
10.8 Students analyze the causes and consequences of World War II.
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(Anticipatory Set)
This lesson will be centered around intolerance and discrimination. They will be asked to do a quick write in response to the following prompt:
“Define both discrimination and intolerance in your own words. List at least two examples that you have seen or heard of that fits discrimination/intolerance.” Teacher will then begin a brief class discussion to allow students to share what they had written.
The teacher will list and define the following content and academic vocabulary as the instruction progresses. Intolerance Discrimination Aryan Ghettoes Death Camp Auschwitz Genocide Holocaust Zyklon-B Racial Purity Final Solution
Content Delivery Method
This lesson focuses on concept formation. The students will receive a worksheet that includes the samples the teacher will be reviewing.The teacher will present a lecture with a slide presentation on the Holocaust and describe the vocabulary terms for this lesson through the lecture. Teacher will engage class discussion about different points and assess background knowledge during the certain points in the lecture. Teacher will center the lecture on Intolerance as a concept and go over various forms of intolerance. After the Teacher has defined and listed the characteristics of intolerance, discrimination, and persecution the teacher will continue to show the examples of events that occurred during the Final Solution. Students will then fill out the chart for each example marking the characteristics of intolerance for each one.
Multiple concepts will be described under the umbrella concept of intolerance: Discrimination, Segregation, Persecution, and Injustice will all be delivered as well.
Class discussion will take place after each of the examples to check for understanding and make sure everyone is understanding how to fill out the chart.
Students will receive a chart that contains events listed and multiple categories that fall under intolerance. This will be depict a range of intolerance and allow them to explore multiple aspects of the Holocaust. They will engage with note-taking and filling out the chart during the lecture. Students will have the opportunity to engage in class discussion concerning each example after the teacher gives the class a few minutes to fill out the chart. Students will receive another chart and a packet of new examples after the presentation. The examples will include other events of varying forms of intolerance with a few events that do not depict any forms of intolerance. They will then be given time to fill out the chart and turn it in.
Students will demonstrate their understanding in three ways. The first will be an informal, formative class discussion where the teacher and student will discuss the material of the day. The second is a formal, formative assessment through the concept chart they will be filling out for each example being discussed in class. The third will be a separate worksheet that showcases several examples of various forms of intolerance and some that do no depict acts of intolerance. The students will receive a packet with a brief description of these events and have time in class to read and fill out the chart for this assignment.
The teacher will discuss the repercussions of the Holocaust and other global acts of intolerance. Then the teacher will relate to modern day acts of intolerance around the world to show that it has been an ongoing problem throughout all history. Teacher will lastly state what they will be going over the next class session.
EL: These students will be given an English version that is bulleted or shortened for easier understanding and a translation in their native language. The chart will be easy for them to use this will not be modified for them. They will receive the benefit of having all the vocabulary presented to them and enunciated by the teacher for this assignment. The teacher will also pay attention to them more closely during the time left for individual class work.
SR: These students will also benefit from having a regular version of examples for their final assignment and a bulleted form for easier reading. They will benefit from having the teacher go over vocabulary directly and enunciate words correctly. Class discussion will allow them to orally display understanding and receive feedback.
Special Needs: These will be met according to the IEP and will benefit from the way in which the information will be presented as it is.
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