Nonfiction

= **#7 Learning Module – Assaying Non-Fiction**  =

Our students are the future leaders of the free world. Their point of views will shape the global environments of upcoming years and beyond. It is imperative they embrace a healthy respect for all people, regardless of differences. Teaching about the Holocaust is a genius way to promote acceptance towards your fellowman. Moreover, it drives the importance of being responsible for coming to the aid of those oppressed. During this lesson, students will read the book //The Diary of Anne Frank// by Anne Frank and the essay “Never Again” by Margaret Sheffer and an in-dept documentary on the Holocaust. At the end of the lesson, I will play a video account of an Auscwitz survivor – // Oprah and Elie Weisel at Auschwitz. // Since our text promotes the use of testimonials, the Oprah interview of Elie Weisel is an excellent teaching tool.
 * 1) **Unit Title:** The Investigation of the Holocaust
 * 2) **Target audience/grade level:** Ninth Grade
 * 3) **Overview/Brief**

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 * 1) **List of Materials/Resources**
 * Large index cards
 * Red arm bands
 * Computer/Internet
 * Never Again by Margaret Sheffer – 1995 Holocaust Remembrance Project

Holocaust Remembrance Project []

5.1 I will open with submitting the concept of bullying to the class. We will discuss the effects of bullying they have observed during their lifetime. I will then play clips on video of news accounts of bullying resulting in the deaths of the victims. We will discuss how they would feel they were related on one of the dead victims and how they would feel if they had been the victims. The terms genocide and ethnic cleansing will be defined and discussed. They will write the word and definition on large index cards. I will play video clips of recent news coverage of examples of both to drive the differences in definition. Once they have a full understanding of the differences, I will introduce the primary example of the terms, the Holocaust. I will give them the definite of the Holocaust and ask for homework for them to look up the term on the Internet and bring their findings to class tomorrow.
 * 1) **Ten Day Outline**

5.2 First 10 minutes of class, students will write about their findings in their journals. After the writing, I will give the background history of the Holocaust and the events leading to the occurrence. I will make sure to explain that the Jews were not the only targeted audience for extinction – gypsies, blacks and homosexuals were also alienated. Students will watch a detailed documentary on the Holocaust. For homework, students will post on the class blog how the documentary made them feel and what they think about the oppression of the Nazis.

5.3 Students will be separated into two groups. One group will be given red arm tags. This group will have to sit on the floor during class, in the back of the room. They have to leave class last and enter class last. When they go to lunch, they will be served last. If they ride the bus, they have to enter last and get off last. This exercise will be executed to show how it is to be discriminated against. Each group will have to do this for three days. They will alternate at the end of the first three days. Students will journal daily about how they feel to wear the red tags and how it feels to see someone in a subservient in their presence. We will read the essay today. Students will break into groups. Each group will write an account about the horrors they have encountered being in a concentration camp. They will have to site at least five issues they have seen or encountered while being in the camp. They will present their account to the class and site where they found information they site in their account. Students will be able to use the Internet and their notes from the documentary to compose the account.

5.4 We will start reading //The Diary of Anne Frank// today. Students will be introduced to the vocabulary words for this text. They will write them on their note cards. We will watch a documentary on Adolf Hitler. Students will read 86 pages of the book for homework.

5.5 Students will break into 4 groups – 2 without red tags and 2 with red tags. The groups will come up with 2 quiz questions from their reading the night prior. This will be the quiz. We will have class discussion about the documentary on Adolf Hitler and how his actions effected the live of Anne. The groups will work together to devise a plan on escape for Anne. They will present their plan at the end of class. Students must read the next 86 pages for the book for homework.

5.6 The group with the red tags will exchange with the untagged group. The four groups will repeat the quiz questions to survey the reading. We will hold a class discussion about the red tag experience. Students will discuss how they felt wearing the tags and how the others felt watching them wear the tags. We will continue the discussion by tying in the reading to their experience. Students will be asked to write a statement to be given at the trial of Hilter (had he not committed suicide). This is a persuasive letter in favor of his conviction. Students will present their statements at the end of class. Students will read the last 86 pages of the text.

5.7 The four groups will repeat the quiz questions to survey the reading. I will play // Oprah and Elie Weisel at Auschwitz //. After this video, we will look a portion of the documentary, //Bully//. After this video, students will be given a WebQuest assignment to design an Anti-Bullying campaign for the school. The campaign assignment will be for 4 separate groups.

5.8 Groups will work on there campaign for the entire class. They will use computers for research.

5.9 Groups will present their campaigns to the class. Students will individually vote on the anti-bullying campaign the class will present to the Student Council, PTA and the Administrative staff. This will be a persuasive presentation that will mention knowledge learned from the Holocaust.

5.10 Students will execute the presentation to the Student Council, PTA and the Administrative staff.

I will grade and monitor quizzes, WebQuest, class discussion, group writings and journal entries.
 * Assessment plans:**