Teaching Team:

Merritt Fish
Annie Kepple
Max Amiss
Colin Ward
Hayden Schloz
Subject Area/Grade Level:
7th grade and 8th grade

Lesson Topic/Title:
The Holocaust

Date(s):
Shelhorn- 8:10 to 8:56
Orchard- 9:50 to 10:36
Simms- 1:54 to 2:40

Objectives/Standards (refer to specific TEKS):

Social Studies TEKS- History
The student understands that historical events influence contemporary events. The student is
expected to trace characteristics of various contemporary societies in regions that resulted from
historical events or factors such as the Holocaust, the Nazi Regime, and the reign of Hitler.
English TEKS- Reading/Comprehension of Literary Text/Poetry.
Students understand, make inferences and draw conclusions about the elements of the text and
provide evidence from text to support their understanding. Students are expected to explain how
figurative language (e.g., pathos, ethos, logos, and imagery) contributes to the meaning of a poem.
Essential Learnings (What do you want the students to learn about your culture?)
We want the students to learn about the history that led up to the Holocaust, the opression of the
Jews, how Hitler controlled the population, recognizing ethos pathos and logos from different
sources like a poem, novel, and documentary.

Activities:
What will the students be doing? Create a step by step list
of activities that will appeal to a variety of learners:
-Right as class begins, the students will be filling out their
KWL chars and the we will be greeting the students as they
come in.
-We will introduce ourselves and explain our project as AGS
students.
-We will then share answers from the first two columns of
the KWL and have an intro into the history lesson.
-Then, everyone in the group will be explaining a brief
history of elements of the Holocaust while the students take
notes in their packet.
-Before stations Merritt will teach the kids about ethos,
pathos and logos, and imagery.
-Play the film clip and analyze for ethos, pathos, and logos
outloud as a class. Any student who gives an answer will be
given a piece of candy.
-We will split into three groups, and one group will be
analizing an exerpt of the novel, Night, and the other for
the poem The Holocaust. The last will be analyzing a
picture and eating a Jewish desert.
-During the stations, the students will fill out their packets
for the specific station and discuss in the groups.
-Students will take some time to fill out the last column of
the KWL chart.
-Them, everyone will stand up in a circle around the room,
and share one thing they learned during the lesson. We will
throw around a ball, and whoever catches it shares.

What will the teachers be doing? How will

you check for understanding or assess
learning?
-To assess learning, students will share
answers from analyzing the film as a class.
They will also do this during the stations.
-At the end of class, the students will share
one thing theyve learned from the lesson.

Interdisciplinary Connections: (What part of your lesson involves English? What types of activities relate
to Social Studies?)
Social Studies:
-The background information given about the Holocaust incoorporates history, geography and culture.
English:
-The analyzing of the novel, the poem, the film clip, for ethos pathos and logos, and the analyzing of the
picture.

Levels of Thinking in Lesson:

Knowledge (Remember)
Comprehension (Understand)
Analysis

Closure:
Filling out the last colum of the KWL chart and having
a discussion on what each student learned from the
lesson. We will get in a circle and throw a ball to a
student, who will then share one thing they learned.

Teaching Team Roles and Responsibilities: (Who will teach which aspect of the lesson? What is each
person responsible for preparing/bringing/researching/creating?)
-Everyone will have one slide to teach about Hitler, persecution of Jewish people, life in the concentration
camps, the fall of the Nazi Regime, and the effects of the Holocaust.
-Merritt will explain ethos pathos and logos and give examples of each
-Stations:
Merritt and Max- teaching the analyzing of the novel for ethos, pathos, logos, and imagery
Colin and Hayden- teaching the analysis of a poem for ethos, pathos, logos, and imagery
Annie- teaching the analyzing of a propoganda photo for figurative language.
-Everyone will be asking the class for examples of ethos pathos and logos from the film clip
-Everyone will be participating in the circle discussion at the end of class.