jritchie

John Ritchie ** Annotated Bibliography of Diverse Text Set ** The focus of this diverse text set of history resources is focused on The Holocaust, or genocide of Jewish and various other groups during the Nazi regime in Germany and Europe from 1933-1945. The resources compiled are aimed to be used by high school students in their junior or senior years, but could also be utilized for younger students in higher level classes. Many of the resources carry powerful emotions and therefore should probably be used with students who have an intellectual ability to comprehend the true horror of the event, yet any student with willingness should not be excluded. A. ** Print Resources ** Text #1 o ** Citation ** : Frank, Anne. (1952). //The Diary of a Young Girl//. New York: Garden City. o ** Text Summary: ** The Diary of Anne Frank has become one of the best known memoirs associated with The Holocaust. It captures the story of a young girl, about high school age, and how she and her family evaded the Nazi’s by hiding in the attic of a friend. The story is written in first person and captures her daily experiences, including when soldiers entered the house to search for anyone hiding. The end of the book does have a sad ending because eventually Anne is sent to a camp where she is never heard from again. o ** Rationale: ** I selected this text for two reasons. First of all, Anne is the same or similar to the age of most high school students, so there is room for students, particularly girls to make a connection in age. Also, because it is told in first person narration it makes the story captivating and interesting for students to follow, not necessarily knowing the outcome, but allowing them to know what could happen if she is caught. o ** Use of Text: ** In using this particularly book I think it would be best to combine it with a book like Elie Wiesel’s, __Night,__ because then for one it offers a choice. Yet, more specifically, I believe in a heterogeneous classroom the females could read Anne Frank’s book to gain an understanding of the Holocaust from an adolescent point of view. o ** Attachment: ** This was a full book and could not be attached. Text #2 o ** Citation ** : Wiesel, Elie. (1958). //Night.// New York: Hill and Wang. o ** Text Summary: ** Elie Wiesel’s story explains about how life was as a Jew in Hungary and when the Nazi’s occupied his village, separated his family and sent him to a death camp. The story captures the struggles he endures with his own faith and surviving with literally no food as he travels from camp to camp, only to watch his own father die, and barely survive himself before being liberated by U.S. soldiers. o ** Rationale: ** Similarly to Anne Franks’ memoirs, I believe that this text would be appropriate because it allows the students to see another adolescent around the same age and picture themselves to a certain degree in Wiesel’s situation. Also, the story can be graphic at times, and although maybe controversial, it truly captures the horrors of the Holocaust with little sugarcoating and allows the students to see and imagine the horrific life of constantly being oppressed. o ** Use of Text: ** Keeping in mind that the book will be coinciding with Anne Frank’s story, I feel the best way to use __Night__ in a heterogeneous classroom is to have each male read this book while letting the females read the opposite. However, as stated before if the males/females would rather read the other it offers a choice for students. o ** Attachment: ** This was a novel and could not be attached. Text #3 o ** Citation ** : The Avalon Project, Yale Law School. (1997) //Program of the Nationalist Socialist German Party.// Retrieved March 4th, 2009, from A Teacher’s Guide to the Holocaust Web site: http://fcit.usf.edu/holocaust/resource/document/PROGRAM.htm. o ** Text Summary: ** This document is a primary source, and is a list of 25 points that basically the Nazi Party founded itself and followed. It essentially serves as a “constitution,” and lists rights they have, demands, laws, and beliefs. o ** Rationale: ** I believe it is important to use a primary source like the program because it allows students to observe on paper how their idea of a government and country should be run in comparison to the one in the United States. Also, many of the points are precursors essentially to how the Nazi’s treated and did to the Jews during the Holocaust, and it would be good for students to see that sometimes things written on paper can be misinterpreted (in particular the treatment of non Germans living in Germany as foreigners). o ** Use of Text: ** I believe the best way to use this text would be to pass out a copy to each student and break into groups. In the groups the students would get a copy of the constitution or several key aspects and then after analyzing both attempt to make the connections in the differences between the U.S. government and Nazi’s or even similarities if visible. o ** Attachment: ** See attachment #1 Text #4 o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ** Citation ** : Volavkova, Hana. (1993). //I Never Saw Another Butterfly: Children's Drawings & Poems from Terezin Concentration Camp, 1942-1944.// New York: Schocken Books. o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ** Text Summary: ** Volavkova’s story is a collection of poems and drawings, as stated in the title. The source is solely the work of children capturing how they felt and how they interpreted other individuals through poetry and picture. It creates a good source because it combines misery, which was the common feeling in many, and also children’s optimism and hopes for the future. o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ** Rationale: ** I believe using excerpts, particularly, //The Butterfly// and //Terezin,// which are powerful texts that will allow the students to see adolescent misery unlike anything they can associate with. Also, poems are rarely used in history classrooms and therefore using a poem to emphasize feeling and hardship will change the daily routine and spark interest in some. o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ** Use of Text: ** As far as using the poems in class, I think it would be effective for students to analyze the poems and interpret their own meaning of what they believe the children are discussing. Also, it may be effective cross-content to have the students write their own poem and implement English skills into the history class. o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ** Attachment: ** See attachment #2 Text # 5 o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ** Citation: ** The New York Times Company. (2009). //Concentration and Death Camps.// Retrieved from http://history1900s.about.com/library/holocaust/blchart.htm?p=1. o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ** Summary: ** This chart examines camp by name, function (death or concentration), the location, when it was established, when it was evacuated/liberated, and finally the estimated number of losses. o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ** Rationale: ** This source is used to provide a different type of information for the students. It requires little effort to understand and is very straight forward, but in the scheme of the lesson, the massive numbers that litter the page will certainly make an impact on the students. o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ** Use of Text: ** I feel this source will best be used as a diagnostic and summative form of information for the students. Basically, show the students the chart prior to starting the lesson. Afterwards, when all is said and done have the students revisit the chart and write a reflection on what they learned and how they feel after learning all the material. o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ** Attachment: ** See attachment #3 Text #6 o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ** Citation: ** Oertelt, Henry. 2007. An Unbroken Chain. //Oertelt Podcasts.// Podcasts retrieved from: http://kvsc.org/podcasts/henry_oertelt/index.htm o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ** Text Summary: ** These audio podcasts are a collection of 12 parts where Henry Oertelt recounts his tales of enduring the Holocaust and surviving, then moving to America. The tapes are in chronological order starting with his own childhood, then preceding to the Nazi takeover, and ending with his arrival in Minnesota. The tapes are easy to understand because it is like listening to a book tape. o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ** Rationale: ** Podcasts include technology in the classroom which is an important aspect in this technology driven age and more students will have an interest just from working with a computer. Also, again a first hand account is more interesting than the dull textbook, yet is just as effective for students understanding. o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ** Use of Text: ** The podcasts should be listened to individual, if permissible in a computer lab, but if that is not possible then play the podcasts for the whole class at once. After listening to the story, the students could have an assigned project to go along, comparing the podcast with the two books and noting how the stories matched. o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ** Attachment: ** Not attached, but available online for free. Text #7 o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ** Citation: ** Spielberg, Steven, D.D. (December 5, 1993). //Schindler’s List//. United States: Universal Pictures. o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ** Text Summary: ** This film is about a German businessman, Oscar Schindler, who during the Holocaust risked his life and business to help the Jews being persecuted. Schindler accomplishes this by turning his factory into a Jewish refugee camp of sorts and the movie, based on a true story, but with a Hollywood touch, analyzes the troubling times he encountered and personal battle he faced within at the beginning. o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ** Rationale: ** This source was selected because in order to maintain the interest of the students a movie would be a good diversion from the reading and class work. Therefore, the movie would serve as a reward for students, but at the same time maintain the goal of the lesson to inform. o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ** Use of Text: ** I feel the best way to use this movie would be use it at the end of the class and incorporate some of the lessons taught, but allow the students to enjoy the learning. Rewards keep the students goal oriented and therefore a movie with a “class party” at the conclusion may encourage the students to work harder to reach the peak. o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ** Attachment: ** Not attached. Text #8 o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ** Citation: ** Florida Center for Instructional Technology. (2005). //Virtual Reality Movies: Auschwitz//. Retrieved March 4, 2009, from A Teacher’s Guide to the Holocaust. Web Site: http://fcit.usf.edu/holocaust/resource/VR/AUSCHWIT.HTM o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ** Text Summary: ** This source offers a virtual tour online of Auschwitz concentration camp. It offers a panoramic view of the gas chamber, inside front gate, main entrance, roll call area, wall of death. Each offers a 360° of the present day state of the camp. o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ** Rationale: ** Realistically, students will probably enjoy this more than any other text in the set. This is mainly because for the most part students will never get the chance to visit so this offers the opportunity for them to feel like their traveling without ever leaving the class. Also, it shows students how to use computer skills like QuickTime. o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ** Use of Text: ** Ideally, because on the website there are also views of all the other camps as well, after being organized into pairs, the students would each be assigned a camp. This would be required to work together to build a replica of the camp and at the same time give a PowerPoint presentation. Essentially, this would give two grading opportunities an allow students imagination to help in the recreation of the blueprint. o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ** Attachment: ** Not attached. Text # 9 o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ** Citation: ** Florida Center for Instructional Technology. (2005//). Interactive Online Quiz: The Nazification of Germany//. Retrieved March 4, 2009, from A Teacher’s Guide to the Holocaust. Web Site: http://fcit.usf.edu/holocaust/timeline/nazific5.htm o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ** Text Summary: ** The website offers several interactive online quizzes about the Holocaust using a variety of test assessments (Multiple Choice, document analysis). The quizzes are relatively short, but test student knowledge in various stages of the Nazi regime, Holocaust, vocabulary, events, etc. o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ** Rationale: ** This offers students an opportunity to use computers and technology, while at the same time allows the teacher to assess student knowledge through another way rather than projects. o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ** Use of Text: ** As the topics are covered in class, the students would be required to take the online test as a graded assignment in order to gauge the progress and quality of comprehension by lesson. o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ** Attachment: ** See attachment #4 Text #10 o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ** Citation: ** Hopkins, Gary. (June 12, 2000). //The ABC’s of the Holocaust//. Retrieved March 5, 2009, from http://www.education-world.com/a_lesson/00-2/lp2014.shtml. o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ** Text Summary: ** This online lesson plan requires the class to make a Holocaust Dictionary. Each student is assigned a letter, and then does a research project on a topic correlating with the letter. At the end a real class dictionary is accumulated and displayed. o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ** Rationale: ** I selected this lesson plan because it requires students to learn how to research and seed through good v. bad information. Also, rather than have students bored listening to lectures it encourages independent learning while still having the teacher present to assist. o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ** Use of Text: ** I believe a lesson like this would best be utilized as an intro to the class lesson. In other words, its an interesting way to ease into a topic because for the most part no student will have any prior knowledge on the topic. Instead of a normal vocabulary sheet, this is an interactive way to introduce the vocabulary giving students a chance to do the research and then present will be beneficial later on as they begin to delve deeper into the topic. o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ** Attachment: ** See attachment #5. These ten diverse sources could easily be used all together in the classroom in a variety of ways. As stated above, the introduction to the Holocaust topic could be the lesson plan because it introduces new vocab and gives students a fun, yet productive way of beginning to learn it. Following, the ABC book, students could then be giving the chart on concentration/death camps and be advised to keep. The “25 Point Nazi Pamphlet” would be used next to kind of introduce more of the thinking and mindset that was required to cause such destruction. In pairs, the students analyze the “Constitution” and “the Nazi Pamphlet,” noting the differences and if possible any similarities. Next, the reading portion, where the __Diary of Anne Frank__ and __Night__ are assigned to males and females, and each is required along the way to record in group meetings with other readers of similar books interesting facts or stories. At the end there could be a class discussion led by the students that compare and contrast the two stories. After the reading projects, the students could be given a rest by the opportunity to listen to Henry Oertelt’s podcasts. When finished, a paper comparing and contrasting the student’s book of choice and the podcasts stories would be required. The book regarding children’s poetry and art in concentration camps serves as a perfect segue for the section on camps. Here the students would be introduced to the virtual reality tours and as stated above another project that included research and presentation, but this time implement a rebuilding of the camp based on the internet tours. The online quizzes could be utilized throughout the course as the text book learning and teacher lecturing occurred as a way to judge progress and monitor whether the students understood. Finally, the last phases would be to revisit the chart and write a reflection that included what was learned and personal feelings, or how the students felt. As a reward the final part would be to watch Schindler’s List, a relevant film, and have a class party to give the students a sense of accomplishment. o<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> R–10–15: Research* by reading multiple sources (including print and non-print texts) to solve a problem, or to make a decision, or to formulate a judgment, or to support a thesis by…
 * B.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> **** Media Resources **
 * C.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> **** Online Interactive Resources **
 * D.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> **** Instructional Resources **
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 * Lesson Objectives: **
 * 1.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ** The students by the end of the lesson will be able to comprehend the events of The Holocaust and in some shape or form gain an appreciation through personal, historical, or present day societal connections. HP 3 (12)-2. (Rhode Island- History)
 * 2.<span style="font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> ** After completing the lesson students should be able to analyze several types of documents associated with the Holocaust and be able to comprehend how they are related, for example, the number of deaths chart compared to the stories told in the memoirs.