KOrabone

Kristin Orabone EDC 448 Professor Coiro 10 March 2011

**Content for using the text set:** This text is for a 10th World History class. The unit I will be covering is on the Holocaust and by using the below online resources and various texts, students will have a better understanding of the Holocaust as a whole and the main causes. The mixture of different and diverse sources that I have chosen will address all different types of learners in my classroom. This way students reading at different reading levels will still be able to understand the material. A. **Print Resources:** **Text #1:** Holocaust text about the history of it all ● **Citation:** Fischel, J. (1998). //The holocaust//. Westport, CT: Greenwood Press. ● **Text Summary:** The book is a historical overview and analysis of Hitler and the Jews, the Nazi racial state, genocide, the final solution, and Nazi resistance. ● **Rationale:** This text will be good for students who don’t have much background knowledge about the topic. It is also a great source of primary and secondary sources. The historical essays within the book provide emphasis on the personalities of Nazis and allies. ● **Use of text:** Use of this text is a great way for students to understand primary documents as well as the overall plan of genocide; making it a reality. The students will be expected to read certain parts of the text throughout the lesson. They will also be expected to create a graphic organizer or study guide about the main ideas of the readings to show their understanding of the topic overall. ● **Attachment:** N/A, text is too large. **Text #2:** //Night// by Elie Wiesel ● **Citation**: Wiesel, E. (1960). //Night.// New York: MacGibbon & Kee. ● **Text Summary:** This book is Wiesel’s testimony about his experiences in the concentration camps during the Holocaust. Although Wiesel is not precisely speaking, the narrator and protagonist of the story, Eliezer, represents Wiesel. He speaks about his life in a ghetto and his experiences in Auschwitz. ● **Rationale:** This is a way for students to literally be put into the shoes of someone who went through and survived the Holocaust. Elie Wiesel was a teenager when he went through these events so the students should feel like they are “at his level” when reading it (relate to it). ● **Use of text:** Student will be expected to read the entire book over the course of the unit. Students will be split up into small groups at the beginning of each class to discuss the pages of the book that they previously read for homework. They will also have to write a paper that compares and contrasts what it was like to be a teenager during the Holocaust (and if they could imagine themselves now going through something like that). ● **Attachment:** N/A text is too large. **Text #3:** People of the Holocaust ● **Citation:** Schmittroth, L. (1998) //People of the holocaust volume 1.// New York, NY: UXL An Imprint of Gale. ● **Text Summary**: This book has two volumes and in it are biographies of men and women who either participated in or were victims of the Holocaust. The people profiled throughout the book consist of Nazi’s and their victims. The profiles also consist of people who were less known. ● **Rationale:** This is a great way for students to see who the victims and perpetrators were of the Holocaust and learn about their stories. It is a great use of a primary source because it provides a comprehensive variety of historical information on the Holocaust. ● **Use of text:** I would select a range of people from this book (and their profiles) for the class to read over and review. I would have the class complete a project in which they must create their own deck of cards using each person. The idea is to have their picture on one side and a brief bio on the other (this could be a type of study tool). The class would then be assessed on their knowledge of each person through a test. ● **Attachment:** N/A text is too long. **Text #4:** Disciplining the Holocaust, why it occurred ● **Citation:** Ball, K. (2008). //Disciplining the holocaust.// Albany, NY: State University of New York Press. ● **Text Summary:** This text is about disciplining the traumatic history of the Holocaust. The book will serve as a tool for students to read through and be able to not only understand the events of the Holocaust but also why they occurred. ● **Rationale:** Use of this book would be a great way for students to not only learn more about the Holocaust, but to understand why certain events occurred. Students will also be able to see the Holocaust through different perspectives. ● **Use of text:** After reading through the certain parts of the text that I use, I will have students create their notes, whether it’s by writing bulleted points or highlighting the text. They will then use their notes in an open discussion in which the class will be split into two teams. They are expected to discuss and analyze their findings from the text. ● **Attachment:** N/A text is too large. **Text #5:** Causes and Consequences of WWII ● **Citation:** Divine, R. (1969). //Causes and consequences of world war II.// Chicago, IL: Quadrangle Books. ● **Text Summary:** Just like the title reads, this book is about the causes and consequences of WWII. It serves as a guide to the bibliography of World War II explaining the many reasons for why the war began. The text also includes a large body of scholarly writing on the second world war, presenting a “cross-section” of the conflicting interpretations (specifically of the role of Americans in the war). ● **Rationale:** This text is a great way for students to finally be able to truly understand why WWII (and the Holocaust) occurred in the first place. ● **Use of text:** Students will be expected to write an essay using the facts they have learned about in the text to summarize and give their own opinion by comparing and contrasting, about why this war began. They can even compare the similarities and differences of what caused the war to previous wars in history. ● **Attachment:** N/A text is too large. B. **Media Resources:** **Text # 6:** Holocaust Encyclopedia on USHMM website ● **Citation:** (2011) //Holocaust Encyclopedia//. Retrieved March 4, 2011 from United States Holocaust Memorial Museum at ● **Text Summary:** These are pictures and biographies of victims of the Holocaust. They depict how difficult life was during this time and it is a great primary source to use as well. It serves as a way of looking at the people of the Holocaust through their own words. This website also has videos that tell the stories of some of the victims. ● **Rationale:** This is a great way for students to literally put themselves into the shoes of a victim of the Holocaust and imagine what it was like. They may be able to understand more about not only the victims but the history of the Holocaust as well, through these ID cards. ● **Use of text:** Students will be expected to pick 8-10 victims from the list (no one can be picked no more than twice) and read through their summaries. Then as a class we can play jeopardy using the information presented in the summaries of the victims to review who is who. This would work because each student has had the chance to become an “expert” about their Holocaust victims. ● **Attachment:** @http://www.ushmm.org/wlc/en/a2z.php?type=idcard **Text #7:** Auschwitz Video recording ● **Citation:** (2005). //Auschwitz// [video recording]. Retrieved March 4, 2011 from [|http://encore.uri.edu/iii/encore/record/C|Rb3154788|SAuschwitz|Ff%3Afacetmediatype%3Ag%3Ag%3AVIDEO%2525252FDVD%3A%3A|P0%2C3|Orightresult|X5?lang=eng&suite=pearl] ● **Text Summary:** This video  examines the evolution of Auschwitz from a group of Polish military training buildings into a concentration camp for Polish political prisoners and finally the ultimate killing factory for the Nazis' "Final Solution”.   ● **Rationale:** Students will be able to use a different type of learning style, listening/verbal. This video will help them realize and be able to picture exactly what it’s like to be inside a concentration camp. I feel that it will bring the topic more to like and seem even more real to the students.  ● **Use of text:** Students will watch the documentary in class and have to fill out a worksheet as they watch the video. It asks key questions that are important to understanding the video.  ● **Attachment:** N/A It’s a video   C. **Online Interactive Resources**  **Text #8:** History.com Inside WWII  ● **Citation:** The Holocaust. (1996-2011). //The History Channel website//. Retrieved 8:30, March 2, 2011, from [|http][|://][|www][|.][|history][|.][|com][|/][|topics][|/][|the][|-][|holocaust]. ● **Text Summary:** This interactive website has a summary of the Holocaust and then countless videos, speeches, photos, and interactive maps to use. ● **Rationale:** After reading about this topic in the text book, students will be able to go further in depth about it and learn/understand more. They can click on the different parts of the map to learn more about specific aspects of WWII and the Holocaust. ● **Use of text:** This would be an activity done with the students that involves us going to the computer lab to complete it. It is a great way to target their specific learning needs since most students would prefer to use a computer to learn rather than take notes. ● **Attachment:** [|http][|://][|www][|.][|history][|.][|com][|/][|topics][|/][|the][|-][|holocaust] **Text #9:** The Holocaust: A Tragic Legacy ● **Citation:** Washer, R. (2010). //The holocaust a tragic legacy.// Retrieved 4:45, March 6, 2011, from Oracle education foundation, think quest [|http][|://][|library][|.][|thinkquest][|.][|org][|/12663/]. ● **Text Summary:** There is an interactive table of contents with topics that students can click on to read further in depth about. These topics include background information on the Holocaust, interactive timeline, inside a camp, survivors and their stories, etc. ● **Rationale:** This provides an opportunity for students to see the events before, during, and after the Holocaust. This website will help students visualize and better understand the events that took place as well as a way to review the events of this topic. ● **Use of text:** Students will be given an activity sheet with questions on them that in order to answer them, they must figure out how to find them by navigating through the website. The questions will make it so they must navigate and use all different parts of the website to answer the questions. ● **Attachment:** [|http][|://][|library][|.][|thinkquest][|.][|org][|/12663/] D. **Instructional Resources** **Text #10:** Why teach the Holocaust? For teachers ● **Citation:** Washer, R. (2010) //Why teach about the holocaust?// Retrieved March 8, 2011 from [] ● **Text Summary:** This is a website found on the United States Holocaust Memorial Museum that discusses why, as a teacher it is important to teach the Holocaust in your classroom. Also offered on the website is an online workshop and guidelines for teaching the Holocaust that teachers can use. ● **Rationale:** This is a great tool for teachers to better their teaching styles as well as make the classroom learning environment more interesting. ● **Use of text:** I would use this in the classroom as a way to benefit my teaching and understanding of the Holocaust. This way my students will also be able to better understand the Holocaust and the importance of learning about events in history. ● **Attachment:** [] **Using these texts together in the classroom:** All of the texts above will be used by every student in the class no matter what their reading level may be. Using the actual text books will be my main reading material for teaching the Holocaust. This will benefit my students because they are already used to using the text book. All the texts will have been read by each student and there will either be review questions, a study guide, essay, or discussion after each is read. This is important not only for my students but myself as well because this way I know if they understand the material. Texts will most likely be given in order according to when the event occurred, this way students understand the timeline of the Holocaust and things make more sense to them. Things such as the interactive websites will be great for almost any student since they are more technologically advanced than I am. They will enjoy doing all these different types of activities because it will be a change from the day to day lesson, keeping their interest and attention. The diverse texts that I am presenting to these students will allow them to use different types of resources in the classroom other than just the textbook. **Learning Objectives:**
 * Content Area: Students will be able to understand the reasons behind the cause of the Holocaust and the main events by working in small groups to complete their reading outline.
 * Reading: Students will be able to evaluate different types of texts and online sources with scaffolding support through use of a powerpoint, graphic organizers, worksheets, and group activities as a way to fully understand the topic.

Stephanie Quintin- I like how Kristin plans to use the book //Night// to show her students a first-hand account of someone who lived in the concentration camps. I also think that having her students read biographies of real people who lived through this historical event is a great way to explain what life was like for them during this time. The idea of creating a deck of cards based on these people is great!

Mitch Mello- I found this text set very unique to the topic. I feel as though the topic of the Holocaust can sometimes stir negative emotions and i find that the best way to get facts about a topic without stirring to much emotion up is reading books. I feel as though, through reading one can make assumptions then continue the reading and develop a mindset and attitude that can spur positive classroom discussion. I, like steph, find that reading biographies of people who lived through this historical event allows students a look into the "real primary sources" which helps them fully understand the significance of the event.