World History (10th Grade) Lesson Plan: The Holocaust: Standing up to Injustice Objective: Students will describe and

discuss (comprehension) a time in which they stood up for someone who was in trouble. While watching a series of clips, students will describe in their own words (comprehension) the life of a Nazi lieutenants daughter and a Jewish slave. Students will compare (comprehension) the choices of bystanders and evaluate (evaluation) the consequences. Finally, students will explain (comprehension) the long-term consequences of decisions. Goal: B.12.18 Explain the history of slavery, racial and ethnic discrimination, and efforts to eliminate discrimination in the United States and elsewhere in the world Materials Needed: Clips: http://www.pbs.org/pov/inheritance/video_classroom1.php Study Guide Interview with the child of a survivor Introduction - 10 minutes Ask students to think of a time when they (or someone they know) stood up for someone who was being treated unfairly. What did they do and what was the result? Have them write in a few sentences their experience. After writing, have them turn to the person sitting near them and share. Finally, bring the class together and ask for students to share. Ask students to think about what would have happened had they not taken action. As students have seen action and inaction both have consequences. Today students will look at possible choices and their consequences that fueled the Holocaust. Steps for Instruction - 35 minutes 1. Explain to students that they will be watching clips that describe the lives of a Nazi lieutenants daughter and a Jewish slave. As they watch, they should take notes that answer the questions of the worksheet. 2. Hand the worksheet out to students. Inform students that they will only be able to answer questions 14. 3. Play the clips. 4. Ask students what they think of Ruth. Should she be held accountable for inaction? 5. Ruth had told Helen that if she could help, she would, but she couldnt. Was this true? What were Ruths options and what would have been the consequences? 6. Tell students that you would now like them to consider the longer lasting effects of Ruths decisions. Hand them the Interview and instruct them to answer 5 & 6 of the study guide after reading it. Strategies for Students This lesson incorporates activities that appeal to audio, visual, and kinesthetic learners. Students also work alone, in pairs, and in large group, allowing them to work with material several times and become more familiar with it. Closure - 5 minutes Ask students to return to the paper with their original writing. In several sentences, summarize why it is important to stand up to injustice and cruelty. Briefly have students share with a partner. Finally, as a whole group, ask students to share. Assessment Students will be formally assessed on their written responses and answers to the study guide.

Stephanie Rudnicki Lesson Topic: The Holocaust: Standing up to Injustice Date: 4/6/11 Park High/10th Grade/ 19 students Cooperating Teacher: Michele Ludvigsen Planning & Preparation: Students were engaged through writing activities, think-pair-share, video clips, and large class discussion. Students were require to activate prior knowledge through writing which they then shared with a partner and finally in whole group. Students were also able use the SMART Board to watch a series of clips on the Holocaust. After each clip, students were given time to write notes and respond to questions. Students were not required to share experiences in whole group. However, during think-pair-share, I circulated the room and made sure students were sharing. For those were not, I created pairs Classroom Environment: Class discussion was open and polite. Students were able to participate freely. Some students who rarely speak were directly called on and given opportunities to answer questions. When watching the video clips, students were quiet and some were able to actively notes. A few students put their heads on their desks, but they were asked to wake up. During think-pair-share, students stayed focused on the discussion questions. Instruction: I found my teaching strategies to be very successful with this group of students. After introducing the topic of Holocaust bystanders, I asked for students to think of a time that they had witnessed someone stand up for another person and determine what the consequences were. This made the topic and lesson more relatable to students. The clips were very popular with students; this class greatly enjoys using the SMART Board and watching videos. Many students struggle with writing, so adequate time was given for them to practice this skill throughout the class. Students were also required to read a short interview. I feel that this part of the lesson may have had less time than I would have liked, but the class had started late. Assessment: Students were assessed both formally and informally. Informal assessment examined how students took notes, actively watched clips, and stayed on task during think-pair-share. It was also used during introduction and

conclusion to measure prior knowledge and growth that occurred from the lesson. Formal assessment was used through a work sheet that asked students to respond to the clips from the video. Some questions were comprehension level questions while others were analyzing. Professional Responsibilities: My cooperating teachers evaluation was very positive. She was liked that I had made the lesson relatable to students and incorporated technology that engaged them. Her one suggestion was that with limited time for the interview, I should have read the article aloud. However, many students at Park are very apathetic about doing work and I feel that challenging them to read is better for their growth. I do agree with her in that I wished students had had more time available, but students were allowed to take worksheets home and most were able to finish on time. Reflection: I thought this lesson was very successful. The students were very engaged and many of them seemed to respond to the topic. On my first day with the class, students had shared with me that they prefer to watch videos and use technology. I feel that this lesson demonstrates just how successful lessons can be if students interests are considered during planning. Having examined the notes and reflections of students, the class was engaged throughout and carefully considered the material and questions.

Holocaust Lesson Feedback 1. Having kids draw from their own experiences is great. It makes what is being studied more real for them. 2. Sharing is always good. Think- Pair- Share. 3. I'm glad you read the questions to them out loud, it makes them focus on what they will be looking for in the video clips. 4. Don't worry about accidentally showing clip 3 before clip 2. We all make mistakes and they survived. 5. Loved clip 2! Emotional and the kids responded well to it. 6. When you gave them a few minutes to read the interview I would probably have read it to them.... only because there were only 9 minutes left in class.... if you read it you can pace it out better and then you would have made sure all kids read that section. Great lesson- pulls at their hearts! Could mention watching Schindler's List on their own.....we can't watch it in school because it is Rated R but many would probably enjoy it. Michele!