Holocaust+Unit,+8th+Grade

Contributing Teacher(s): Bob Dowlen
Resources: Facing History and Ourselves Resource; Night by Elie Wiesel; Websites, Other Biographies

Content:
SPI 0801.8.4 Distinguish among different genres (e.g., poetry, drama, biography, novel) using their distinguishing characteristics. 0801.8.2 Sequence and identify the plot’s events, their causes, and the influence of each event on future action 0801.8.6 Differentiate between internal and external conflict. 0801.8.9 Identify and analyze the setting (location and time) and its impact on plot,character, and theme in literary texts. 0801.8.19 Identify the historical period in which a literary text was written and explain the text in light of this understanding.

**Digital Citizenship**
Students: a.advocate and practice safe, legal, and responsible use of information and technology.
 * Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.**

b.exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

c.demonstrate personal responsibility for lifelong learning.

d.exhibit leadership for digital citizenship.

Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

a. apply existing knowledge to generate new ideas, products, or processes.

b. create original works as a means of personal or group expression.

c. use models and simulations to explore complex systems and issues.

d. identify trends and forecast possibilities.

Introduction/Problem:
Teacher begins the lesson by facilitating a discussion on why some students feel ostracized at school. Discuss the causes. Discuss how the problem might escalate and how each of us might feel as a victim. Have students give examples: making fun of students' clothing or shoes; excluding students from conversation or group activities; using various methods of social networks to threaten or post negative comments about one another. media type="custom" key="19124430"

Lead students to understand that doing and saying negative things toward one another parallels how the Holocaust began. Explain that a variety of material will be used in the study, to include: video testimonials of Holocaust survivors (found online, on DVD's and other visuals). Explain that memoirs, biographies, the Facing History and Ourselves resource, textbook material and other materials might be used.

Procedures:
Discuss bias/stereotyping. Have students provide examples to demonstrate their understanding. Discuss the differences among memoir, autobiography, and biography. Make sure students understand vocabulary used for each selected source. (Methods for teaching vocabulary may vary according to instructor). During discussion of materials used, make sure learning is relevant to lives of students.

Review historical events leading up to the holocaust. Cause and effect as well as conflict can be found throughout the teaching materials used for the unit. Using the following website and links can enhance the unit via technology. Holocaust Images

Student Product/Work:
At the completion of the unit, students should design a T-shirt using images from the Holocaust. The images can come from readings, OR the Holocaust Images website link. The links given on the website are expansive and are expansive and also serves as great teaching tools.

Assessment/Rubric:
T-shirt projects should be original. The links serve a inspirational "idea givers" that help students develop their own work. A variety of media can be used which may include tube paints or other coloration devices.