Curriculum-+Lessons+1-12


 * __ Week One __**

LESSON ONE:

(15 min.) KWL Chart

What do students know about the Holocaust? What do they hope to discover? Why did this happen?

(20 min.) Pair students – together read and annotate the excerpt on Nazi Ideology

(15 min.) Regroup and discuss article

(15 min.) Show first 15 min. of //Night and Fog// to visually stimulate students’ curiosity> //Night and Fog// can be fully viewed on You Tube

HMWK: PowerPoint??

LESSON TWO:

(30 min.) Introduction to the Holocaust

As a class, read and annotate article, “Nazism and the Holocaust” (pgs. 1-4)>> **Refer to A FILM UNFINISHED STUDY GUIDE LINK FOR THESE ARTICLES**

(20 min.) Electronic Journal

Prompt: 1. In many ways, the average German’s response to Nazism and the Holocaust reflects a failure to empathize (or maintain a sense of common humanity) with their Jewish neighbors and fellow citizens. Can you think of a situation where you (or someone you know) were slow to empathize with someone’s suffering because he or she is different from you? What are some ways we can better connect with people of different backgrounds and understand their problems as though they were our own?

Homework: Read and annotate “The Warsaw Ghetto” from A Film Unfinished study guide Complete free write

LESSON THREE:

(15 min.) Discuss writing responses

(25 min.) FOCUS: Introduce Propaganda (I have a three page article that teachers can opt to use, but have bulleted some of the main points worth mentioning) Begin by compiling a list on the board of how we absorb/encounter forms of propaganda. (You may use a presidential election as an example. (films, tv ads, the Internet, posters, billboards, speeches, books, radio)

Points to Consider:


 * Nazis appointed Josef Goebbels as the Minister of Propaganda
 * They (Nazis) began controlling forms of media that people could read/watch. Monitored films and art. Held book burnings
 * At the end, prior to Hitler’s suicide, Goebbels and his wife killed their six children and then themselves
 * Nazis (Goebbels) created films to extol Hitler and falsely portray Jews
 * Death Camp leaders known to force prisoners to write false postcards to relatives reporting on decent treatment by the Nazis
 * Prior to ghetto inspections by the Red Cross, the Nazis would plant gardens and make the grounds look decent
 * 90% of film footage was destroyed by the Nazis as their reign was coming to an end
 * When the Allies arrived, Eisenhower sent them in embedded with film crews, so much of the real footage is at the time the camps were liberated

(25 min.) Begin Showing //A Film Unfinished//

Make students aware of the following prior to viewing:

- Differences between how things appear in the footage and how they are described in the narration - The addition of sound effects and narration to the silent footage - Evidence that footage might be staged or happening naturally - Different ways people in the Warsaw Ghetto react to the presence of cameras

Homework: Students begin reading of //The Boy with the Striped Pajamas// Read and annotate pages 1-20

LESSON FOUR:

(5 min.) Begin class with a reading comprehension quiz. You may make your own or use the following:


 * 1) Who is Maria?
 * 2) What does Bruno’s father’s status appear to be? Explain.
 * 3) Why is Bruno’s family moving?
 * 4) What does Jonas discover in his bedroom in the new house?
 * 5) Describe Jonas’s old house.

(15 min.) Discuss the reading. Go over answers to quiz, and address the following questions, which are a bit higher level.

DQ: Whose perspective is the story told from? DQ: Describe Jonas. What types of attributes does he appear to possess? DQ: What seem to be his mother’s feelings regarding the move? DQ: Who is ‘the Fury’?

(15) As a class, read Chapter Three (pages 21-29)

(25 min.) Continue with viewing of the documentary

Homework: Read and annotate Chapters Four and Five (pages 39-55)


 * __ Week Two __**

LESSON FIVE:

(5min.) Reading Comprehension Quiz


 * 1) Who do Bruno and Gretel see through the window?
 * 2) Where does Gretel initially think they are?
 * 3) What are all the men wearing?
 * 4) Describe the train that Bruno takes to Out-With.
 * 5) What do Bruno and the soldiers do/say when they leave his father?

(15 min.) Discuss the reading, focusing on these higher-level questions:

DQ: What are the actual meanings of The Fury and Out-With? What might each represent? DQ: Describe Gretel’s reaction to seeing the prisoners. DQ: How does the reader gain further insight into the type of man Bruno’s father is? How does his position seem to contrast to the way he treats Bruno and Gretel? DQ: What is Bruno’s father’s response when asked who the men working in the camp are?

(20 min.) Continue film.

(20 min.) Electronic Journal. Introduce 2nd writing response: Compare what you know of Jonas’s life to that of a child living in the Warsaw Ghetto. Quote and explain how one passage supports your points. You may use the articles, the film, or the book.

Homework: Finish Writing Response.

LESSON SIX:

Focus: Propaganda

(10 min.) Finish documentary

(5 min.) Briefly explain to students what the Nuremburg Trials were

__**// (15 min.) Nazi Propaganda Illustrations //**__ __**// Show students the following examples of Nazi propaganda from the following website: //**__ __**// [] //**__ __**// Students have a few minutes to jot down notes pertaining to the below questions for each image: //**__ __**// 1.What symbols (if any) are used in the poster? //**__ __**// 2. If a symbol is used, is it //**__ __**// The most effective posters use symbols that are unusual, simple, and direct. Is this an effective poster? //**__
 * 1) __**// clear (easy to interpret)? //**__
 * 2) __**// memorable? //**__
 * 3) __**// dramatic? //**__
 * 4) __**// Are the messages in the poster primarily visual, verbal, or both? //**__
 * 5) __**// Who do you think is the intended audience for the poster? //**__
 * 6) __**// Consider the tabloid by Julius Streicher, "Der Stümer," in which a medieval illustration depicts ritualistic murder of children, a medieval antisemitic myth. What irony can you identify? //**__
 * 7) __**// What does the Nazi Government hope the audience will do? //**__
 * 8) __**// What Nazi purpose(s) does the tabloid serve? //**__
 * 9) __**// Go to the antisemitic cartoon by Seppla (Josef Plank) - an octopus with a Star of David over its head has its tentacles encompassing the globe. Compare this imagery with the song - "He's Got the Whole World in His Hands." Is there a correlation? //**__

__**// (30 min.) Students begin researching and brainstorming on the following assignment: //**__

__**// Create a cartoon or an image on a current event that parallels (to some degree) with the Holocaust. Write a one-paragraph explanation explaining your image. //**__

Homework: A. Complete cartoon assignment. B. //The Boy with the Striped Pajamas --// Read and annotate Chapter Six

LESSON SEVEN:

(10 min.) Discuss Chapter Six

DQ: What did Bruno’s father do for Maria’s mother? DQ: What is Bruno’s grandmother’s profession? DQ: What realization does Bruno have about Maria in this chapter? DQ: Why is Maria so hesitant and fearful to speak poorly about Bruno’s father?

(30 min.) Students present cartoons, focusing on the following:

Have each student defend his or her position: i. telling why they used particular imagery ii. color iii. subject matter iv. composition

(While each student presents, other students are to come up with a question for each presentation)

(20 min.) REFLECTION: Students free write on what they thought the most shocking aspect or image from the documentary was.

Homework: //T.B. with the S.P.// Read and annotate Chapters 7 and 8 (pages 67-95)


 * __ WEEK THREE __**

LESSON EIGHT:

(15 min.) Comprehension Quiz


 * 1) Why had Herr Roller gone insane?
 * 2) Describe Lieutenant Kotler. Tell everything you know about him, including both physical and character attributes.
 * 3) How does Lieutenant Kotler treat Pavel?
 * 4) Give an example of something Bruno’s grandmother does or says that shows she disapproves of her son’s new position as Commander.
 * 5) “I certainly am a doctor. Just because a man glances up at the sky at night does not make him an astronomer you know.” Who is the speaker, and what does this passage mean?

(15 min.) Discuss the reading. Go over responses and delve further with the following discussion questions:

DQ: Why does Bruno’s mother say to Pavel that she will tell her husband that she cleaned Bruno’s injury? DQ: Who came to dinner at Bruno’s home in Berlin? DQ: Find an example of Bruno’s naïveté from Chapter Seven or Eight. Why do you think Boyne has opted to tell the story from the perspective of a nine year old?

Writing response: Compose a response letter from the perspective of Bruno’s grandmother to Bruno. ** ( *** I will develop a more detailed assignment sheet with specified requirements ***)**


 * Homework: Complete letter and read Chapter Nine. **

LESSON NINE:

Chapter Nine raises many valuable topics to discuss, such as: *The education German children received. (The Hitler Youth) *The concept of differences- to him, he does not see any differences between the prisoners and the soldiers. This can prompt some interesting discussion *The fact that Bruno’s parents forbid him from exploring near the concentration camp. This secrecy was not limited to children. Read the following excerpt from a BBC article on Rudolf Hoss, commander of Auschwitz:


 * // Höss lived with his wife and four children in a house just yards from the crematorium in Auschwitz main camp, where some of the earliest killing experiments were conducted using the poisonous insecticide Zyklon B. During his working days, Höss presided over the murder of more than a million people, but once he came home he lived the life of a solid, middle-class German husband and father. //**


 * Additionally, read the following excerpt from the article “Women from the Third Reich”: **

**// HEDWIG HOESS //**
 * // Hedwig Hoess was born Hedwig Hensel 1908 and in 1929 she met and married Rudolf Hoess. During the time he was commandant of the Auschwitz concentration camp they produced four children. To protect his family from any future 'finger pointing' he consciously lied to his wife about the goings on in the camp. They lived in a villa not far from the camp but she never made a visit to the place. No wonder then that Hedwig often referred to Auschwitz as 'paradise' as they lacked for nothing. Food and clothing were confiscated from the Jews luggage before they were gassed. In order to protect their children from future stigma and fingerprinting her husband consciously lied about his work in the camp and especially about the gassings. When she overheard comments made by Fritz Bracht, Gauleiter of Silesia, of what went on in the camp, she refused to share the same bed with her husband. Discovered living north of Flensburg with her eldest son, they were taken into custody by the British Army's 92 Field Security Section. They were interrogated for six days as to where her husband was, but she repeatedly said that he was dead. She finally relented and wrote down the address where he was living. He was at this time working as a farm labourer under the name of Franz Lang. After his arrest Hedwig Hoess and her son were released. //**

(15 min.) Students post on Message Board on WIS their response to the following:

Quote the passage that you think is the most significant from Chapter Nine. Include the page number. Explain what the passage refers to and why you think it is the most important section of the reading.

(15 min.) Discuss responses. Hopefully, students will raise some of the above issues for discussion, which you can build upon.

(10 min.) Give students an overview of what the Hitler Youth was.

(10 min.) Show students 10-minute clip “Hitler’s youth camp.” This clip shows Hitler speaking to a crowd of German youths.

(15 min.) Reflection: Is a German 27-year old boy morally responsible for joining the Nazis? Why or why not. Open discussion.

Hmwk: Read and annotate chapters 10 & 11 (pages 104-125)

LESSON TEN:

(5 minutes) Have students summarize the reading (Students are introduced to ‘the Fury’s’ girlfriend, Eva. You can explain that she is based on Hitler’s longtime companion and wife of 40hrs. before they committed suicide together

(20 min.) Journal Prompt: the Star of David on his sleeve identifies Shmuel. What does the star represent? Think of other examples of people throughout history, (or currently) who have been persecuted due to race, religion, sexual orientation, gender, ethnicity.

(15 min.) Discuss

(20 min.) Read chapter 12 together as a class

Hmwk: Chapters 13 & 14

LESSON ELEVEN:

(20 min.) Students choose from the following prompts:

A. Have you ever been in a situation where a person was mistreated? What actions did you take? How did you feel after acting or not acting?

B. Bruno secretly took food from his house to give to Shmuel because it was one concrete way he could help his friend. Have you ever done something to help people who didn’t have enough food? What can people do today to help people who are starving around the world?

C. Why do Bruno and Schmuel become friends? How are the different? What does true friendship mean to you. Do you have friends who are different from you? How so?

(20 min.) Discuss responses

(20 min.) Research Assignment:

Holocaust Personal Histories:

Go to the United States Holocaust Memorial Museum. Under the tab “History,” go to “Personal Histories.” Select a category of interest to you (i.e. ‘Deportation,’ ‘Refugees,’ ‘Children,’ and so on). Read through a few stories. Select one to summarize. On message board, post a 7-sentence response, addressing the following questions:

*Whose story did you read? *From which category? *Summarize the story. *Why was this selection of interest to you?

Homework: Post response. And read Chapter Fifteen (pages 161-175)

LESSON TWELVE:

(15) Discuss reponses. Students share stories. Compare what actually happened in childrens’actual accounts to Schmuel’s experience. Is it realistic that he would have survived a year?

(20 min.) Bruno feels a sense of shame for not standing up for his friend. Have you ever been in an instance when you let a friend down? Or, have you ever spoken up for a friend? Explain.

(30 min.) Begin showing film //Schindler’s List//

Homework: Read and annotate Chapters 16-18 (pages 176-199)


 * 2-3 WEEKS **

// Night // —lesson plans

__ Reading sections: __ Pages 1-22 Pages 23-46 Pages 47-65 Pages 66-84 Pages 85-104 Pages 104-120

__ Reading section 1 __