Lesson Plan: Tuesday, 2/28 90 minutes

This lesson plan will be the same for both the Monday/Wednesday section and the
Tuesday/Thursday section.

ESSENTIAL QUESTIONS
Holocaust
o How and why did the Holocaust happen?
o How can some people resist injustice and others obey authority?
o How can an individual be upstander?
History and today
o How can the past affect the present?
Primary/Secondary Sources
o What is the purpose of using both primary and secondary sources?
o Why do we need to critically evaluate what we read?
Graphic novel
o How can graphic novels depict historical events?
o How are themes utilized in graphic novels to tell a story?

ENDURING UNDERSTANDINGS
Content/Enduring Understandings:
o Students will learn how and why the Holocaust happened.
Students will understand the Holocaust was not an accident in historyit
occurred because individuals, organizations, and governments made choices
that not only legalized discrimination but also allowed and promoted
prejudice, hatred, and ultimately mass murder to occur.
Students will learn what it means to be an upstander vs. a bystander.
Students will understand silence and indifference to the suffering of
others, or to the infringement of civil rights in any society, can
however, unintentionallyperpetuate the problem.
Students will learn how to become upstanders in their day-to-day lives.
o History and today
Students will come to understand that the past affects the present on
individual, familial, community, national, and global scales.
o Graphic novels
Graphic novels allow authors another level of expression compared to
traditional books.
Graphic novels blend text with art to create a new form of literature.
The artwork in a graphic novel is a form of text that conveys additional
information to the reader.
The art in a graphic novel allows a deeper level of expression; this concept is
a valuable tool for the reader to utilize.
Skills/Goals/Objectives:
o Students will develop skills in analysis of primary and secondary sources.
o Students will draw explicit connections between graphic novels and history to
understand deep knowledge of the Holocaust and how it affects today.
o Students will learn how to create their own thematic graphic novels.

STANDARDS
N/A

MATERIALS
 I will need my lesson plan, PowerPoint, and my copy of Maus.
Students will need a piece of loose-leaf and a pencil to take notes and a classroom only copy
of Maus.

PROCEDURES

OPENER- 5 minutes
Students will be lined up in 2 quiet lines.
I will explain that there is a Warm Up on the board.

BODY OF THE LESSON- 80 minutes

Warm up 15 minutes
o What do you think this image is of? How do you feel looking at this image?
Picture of Auschwitz
o Students will answer the warm up independently.
o I will call on a few students to share out their answers.
Hanna Greenfield 45 minutes
o In small groups, students will create a timeline from the newspaper article of
Hannas life. 15 minutes
o Once the small groups are finished, I will bring the whole group together and ask
the students to get out their notes. 15 minutes
I will ask that the students draw one vertical like down the middle of
their paper.
I will do so as well on the Promethean Panel.
November 3, 1926 Born- Kolin, Czechoslovakia
o East of Prague
May 1942 Nazi leader of Bohemia and Moravia (Czech
Republic) was killed
June 10th, 1942 order was put out to kill 1,000 Jews in revenge
o 1,050 put on the train
o Nazis so organized, 50 people taken off
o Hannah (15) and her mother and sister were among
them
o These 50 people were forced march 21.5 hours, 73 miles
to Terezn
October 6, 1943 mother was sent to Auschwitz death camp
o Nurse who cared for the children that came from the
Bialystok ghetto in Poland stopped at Auschwitz for
young children then Terezin for 6 weeks and then to
Auschwitz
June, 1944 Hana sent to Auschwitz
Auschwitz
o 3 camps
Auschwitz I- April 1940
Main camp
Forced labor
Kill small groups
Performed medical experiments- Dr. Josef Mengele
 o Help with the war effort- freezing experiments- for
soldiers
o Developing medicine- injected people with whatever
o Advance racial ideologies- wanted more babies- twins,
Gypsies- figure out what makes them inferior
Eva Kor
Auschwitz II (Auschwitz- Birkenau)- October 1941
Largest total number of prisoners
10 sections, electric barbed wire fences
o Men, women, Gypsies, family camp from Theresienstadt
SS guards and dogs
When you arrived from the transport, you were sorted
o If fit to work, then sent to camp and forced labor
o If not, had the killing center Zykon B gas- 1942-1944
Had 2 to begin, was not enough, built 4 more
Disrobing area- belongings collected and put in
the Kanada (Canada)- warehouse for shipment
back to Germany
Large gas chamber
Crematorium ovens
o 960,000 Jews
o 74,000 Poles
o 21,000 Gypsies
o 15,000 Soviet POW
o 10-15,000 other nationalities (Soviet civilians, Czechs,
Yugoslavs, French, Austrians)
Auschwitz III- October 1942
Those prisoners who worked at the rubber factory outside of the
camp in the nearby village
o Numbers
1940-1945
1.1 million killed
Map- http://www.cnn.com/2015/01/26/world/nazi-death-camps/
Planners and homework read and answer the focus question: how does Hana
describe her time at Auschwitz?
o 1 paragraph- 5-7 sentences
o 3 pieces of textual evidence minimum direct quotation
Her end
o One of the 500 able-bodied women selected for forced labor in Hamburg,
Germany 1st transport of people ever leave behind Auschwitz
o From there, sent to Bergen-Belsen
o Liberated in Bergen- Belsen on April 15, 1945 Anne frank
o Died 2014, survived by husband, 2 children, and 10 grandchildren 88 years
old
Maus- 30 minutes
o We will finish reading Chapter 4 as a class. I will call on students to read 1 page
each.
o Throughout the chapter, I will ask questions to the class.
 CLOSURE- 5 minutes
Homework:
o Read and answer the focus question: how does Hana describe her time at
Auschwitz?
1 paragraph- 5-7 sentences
3 pieces of textual evidence minimum direct quotation
o Graphic novel will be checking on Thursday to make sure there has been
progress
I will ask students to pack up. Once they are seated and quiet, I will dismiss them.

ACCOMODATIONS
I have made accommodations for students who learn best through lecture, independent
work, group work, and/or whole class discussion.

ASSESSMENT/EVALUATION
To gauge students learning that the Holocaust was not an accident in history, we will
have the lecture and group and class discussions about Maus.
To gauge student understanding about what it means to be a bystander, we will have
group and class discussions about Maus.
To gauge student understanding of the idea that history and today are interconnected
on individual, familial, community, national, and global scales, we will have group and
class discussions about Maus, which highlights this idea through the use of the dual
narrative and flashbacks.
To gauge student understanding of the Maus and the graphic novels form as a graphic
novel, I have planned group and class discussions about the artwork and how the art
and text (captions/dialogue between characters) interact.
To gauge student ability to make connections between graphic novels and history, I
have planned group and class discussions.

PERSONAL REFLECTIONS / NOTES