Erin+Burns

Erin Burns EDC 448 Professor Coiro 3/18/2014 This text set is used for a unit on the Holocaust as well as argumentative essays. It will be used for an 11th grade classroom because of the mature content of the unit. The text set will include photos, video and excerpts from some renowned Holocaust literature and narratives. Students who struggle with reading literacy, English Language Learners as well as other struggling learners should not have trouble with this unit. //Standard 2: CCSS.ELA-LITERACY.RI.11-12.3// Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. // Standard 4: CCSS.ELA-LITERACY.RL.11-12.9 // Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. //Standard 1:// Students will be able to identify, analyze and chart sequences of event pre and post World War II. //Standard 2:// Students will analyze and compare renowned Holocaust literature.
 * Context for using this text set:**
 * 11th Grade English, Holocaust/Argumentative Essays**
 * Content Objective:**
 * Reading/Thinking Objective:**
 * 1) **Print Resources**
 * Text #1:** Graph of the Holocaust death totals
 * Citation:** About.com. Retrieved on March 21, 2014 from http://history1900s.about.com/library/holocaust/bldied.htm
 * Text Summary:** This graph depicts the estimated totals of how many of the Jewish people as well as others, who were killed in each country during World War II.
 * Rationale:** This graph will give the students a startling estimate of just how horrific the Holocaust was and how many people suffered because of it.
 * Use of Text:** This text will be the opening of our unit on the Holocaust. This will hopefully be the hook or element that will get students thinking about what the Holocaust was and how many people it affected. This chart will be given out at the beginning of class. Students will form small groups and discuss why they think some of the death totals are higher in some countries than others and what factors contributed to this.
 * Attachment:** See attachment #1 for this graph.


 * Text #2:** //The Ball//
 * Citation:** Peter Richter, H. (1987). //Friedrich, the ball//. New York: Puffin Books.
 * Text Summary:** This short story depicts the increasing anti-sematic views of the Jewish people during World War II. A Jewish boy named Friedrich and an unnamed German boy are playing ball in the street, when suddenly the German boy accidently smashes a window with the ball. The shopkeepers, the police and neighbors all believe that it was Friedrich who broke the shop window and that he was attempting a robbery.
 * Rationale:** This short story is a great depiction for students about the stereotypes, fear and hate for the Jewish people at this time. It is also very interesting to give the students a chance to read something from a German point of view. This will lead us into our pre-discussion of the novel //Night//.
 * Use of Text:** This short story will be read together in class. Immediately after reading the story students will take ten minutes to write a free write about their reactions to the story and any examples of stereotypes they can think of that occur today.
 * Attachment:** See attachment #2 for short story.


 * Text #3:** A Spring Morning
 * Citation:** Fink, Ida. //A Spring Morning//. Short Story
 * Text Summary:** This short story depicts the fear and anxiety created by the Nazi Regime. The story is about two parents and their young daughter who contemplate whether it was better to never have children than to have subjected them to this. As the Nazi’s come for them, the father tells his daughter to run and she is shot. The story focuses on whether the father knew this would happen or if this was an accident.
 * Rationale:** This text will show students the hard decisions and slow loss of morality that was happening during this time. This story approaches these hard topics that will be discussed further in //Night//. These two short stories will also be useful to students with matchup assets. Although they may know the history of the Holocaust, they may not know many of the personal narratives and short stories surrounded by it.
 * Use of Text:** This short story will be used in conjunction with //The Ball// and will be used leading up to the reading of //Night//. These stories will get students acclimated to these difficult and almost horrific topics as well as prompt a pre-discussion for our novel.
 * Attachment:** See attachment #3 for short story.


 * Text #4:** //Night// by Elie Wiesel
 * Citation:** Wiesel, Elie. (2006) //Night//. New York: Hill and Wang
 * Text Summary:** This is a narrative of a Jewish boy, Eliezer, and his journey and fight for survival along with his father through the horrific ghettos and concentration camps during the Holocaust in World War II.
 * Rationale:** Although //Night// is not a memoir, it pulls many of its stories from the author, Elie Wiesel and his time in concentration camps during World War II. This book will give students an in depth view of the horrors of the Holocaust. It also gives students the chance to see how the Nazi regime was able break a person down to their point where they were able to disregard their feelings and morals.
 * Use of Text:** Students will read this text for homework as well as in class. The more horrific scenes will be read in class together so the students will be able to process and talk through their reactions more clearly. At the end of every few chapters, students will hand in a journal depicting their reactions, feelings and thoughts on the chapters. Students will share these journals at the beginning of every class together or in small groups and then hand them in to me.
 * Attachment:** This novel was over 100 pages and too long to include.


 * Text #5:** The Holocaust Just Got More Shocking
 * Citation:** Lichtblau, E. L. (2013, March 01). The holocaust just got more shocking. //The new york times//
 * Text Summary:** This newspaper article focuses on the current research of Nazi ghettos, slave labor and concentration camps. The Holocaust Memorial Museum has been documenting all of these areas throughout Europe. The article focuses on the shocking evidence that the number of these killing factories is monumentally higher than originally thought.
 * Rationale:** Using this article will give the students an idea of how many of these factories existed in World War II. It also gives students the opportunity to see just how much the Holocaust is still talked about today.
 * Use of Text:** This text will be used in conjunction with the number of death total graphs at the beginning of the unit. Having the students see that the Holocaust is still largely researched and talked about will be beneficial for their final paper, which will be an argumentation essay stating whether the Holocaust is important to continuously talk about.
 * Attachment:** See attachment #3 for the article.


 * 1) **Media Resources**
 * Text #6:** Nazi Propaganda Posters
 * Citation:** Veenstra, R. (n.d.). //Calvin minds in the making, german propaganda archive//. Retrieved from http://www.calvin.edu/academic/cas/gpa/ww2era.htm
 * Text Summary:** These Nazi propaganda posters all show the hate and stereotypical depiction of Jews by the Nazi regime.
 * Rationale:** Using these posters will give students a real life view of how the Nazi regime influenced society as well as what was considered acceptable by society. Using pictures instead of words will also be helpful for the English Language Learners and the struggling readers within the class. The students will be able to look at the picture and summarize what they see out loud instead of having to read a text. This assignment will also be helpful to students with matchup gaps, because they will be able to compare what they see in the classroom with their own life with some help from their classmates in the form of a group discussion.
 * Use of Text:** These posters will be used for a small group assignment. Each group will have one poster and must discuss the elements the poster is depicting as well as some of the less obvious elements in the posters. We will then come back together as a class to discuss. We will also discuss where propaganda might be seen in our modern world and what it means.
 * Attachment:** See attachment #6 for posters.


 * Text #7:** Winfrey and Wiesel Auschwitz
 * Citation:** //Winfrey and Wiesel Auschwitz.// Schooltube
 * Text Summary:** This video was first seen on the Oprah Winfrey show and depicts Elie Wiesel’s, author of //Night//, return to the Auschwitz concentration camp.
 * Rationale:** This video will be shown shortly after reading the novel //Night// it will be interesting for the students to follow up with the author and his journey. This video will also be very helpful to students with mismatches because the video has very little reading and facilitates a class discussion that all students can participate in.
 * Use of Text:** The students will watch this video for one class period, and if there is time, discuss their reactions to it and if they were interested in knowing more about Wiesel’s story.
 * Attachment:** See attachment #7 for video.


 * 1) **Online Interactive Resources**
 * Text #8:** Holocaust Encyclopedia, United States Holocaust Memorial Museum
 * Citation:** //Holocaust Encyclopedia//. Retrieved on March 24, 2014 http://www.ushmm.org/wlc/en/article.php
 * Text Summary:** This online website is filled with videos, photos and history lessons on the Holocaust. The website is really easy to use and also has links to web articles and stories of survivors and victims.
 * Rationale:** Using this website will give the students an in depth view of different aspects leading up to and following the Holocaust. It also gives the students a chance to explore their own questions and feelings on the subject.
 * Use of Text:** This website will be used in the beginning and middle of the unit. Students will use this source as a jumping off point to the events that lead up to World War II. Students will also use this source in the middle of the unit in order to read articles, survivor stories and learn about the events following the Holocaust.
 * Attachment:** See attachment #8 for link.


 * Text #9:** Quizzes on the History of the Holocaust
 * Citation:** Holocaust quizzes. (2005). Florida: Florida Center for Instructional Technology. Retrieved on March 24, 2014 http://fcit.usf.edu/holocaust/resource/quiz.htm
 * Text Summary:** This website allows students to take multiple quizzes on the history of the Holocaust. The quizzes are based on events, dates and people.
 * Rationale:** This website is a really useful tool to try and assess students pre and post knowledge of World War II events.
 * Use of Text:** This source could be used in the beginning of the unit in order to assess what prior knowledge students may have about the events of the Holocaust. This website could also be used at the end of the unit in order to assess students understanding of the events they have learned. The events will be taught to the students in the middle of the unit, so they will have some background knowledge when reading //Night//.
 * Attachment:** See attachment #9 for the link.


 * 1) **Instructional Resources:**
 * Text #10:** Bergen Belsen Lesson Plan
 * Citation:** Metzgar, Jackie. //Destruction and Rebirth at Bergen Belsen//. The International School for Holocaust Studies. Retrived on March 24, 2014 http://www.yadvashem.org/yv/en/education/lesson_plans/bergen_belsen.asp
 * Text Summary:** This lesson plan found online, focuses on survivors who were liberated and put into a displaced persons camp. The lesson also focuses on the difficulties survivors faced in trying to get a job or get married after liberation.
 * Rationale:** This lesson will give students an idea of what happened to survivors after they have left the concentration camps. It will be helpful for students to have this knowledge because of the survivor stories they will be reading throughout the unit.
 * Use of Text:** This lesson will be used after the students read //Night//. This will give the students an opportunity to use this knowledge to think about what might have happened to Eliezar and the other survivors after he was liberated from the concentration camp.
 * Attachment:** See attachment #10 for link.


 * Texts Selected for Students with:**
 * Matchup Assets:** #2, #3
 * Matchup Gaps:** #6
 * Mismatches:** #7x
 * ELL:** #6

Text #1, #5: These two texts will be used together as they opening of the unit. Hopefully, this will be the hook for students to get them interested in the topic. Text #2, #3: These two short stories will be read one after the other in order to get the students acclimated to the more mature reading of //Night//. Text #8: Students will use this website in order to gain some background knowledge about World War II and the Holocaust. They will have time to navigate on their own for the day as well as come back to it throughout the unit; this will bring us into our pre-discussion of //Night//. Text #4: Students will read the novel in full while also keeping in mind the background information and history they have learned about World War II. Text #7: Students will watch this video in full in class after they have finished reading //Night//. This will give students the opportunity to continue the journey of Elizar. Text #9, #10: Students will take a few quick quizzes on their knowledge of World War II. They will then start the lesson on the displaced persons camps as well as what happened to survivors after the liberation. Text #6: The last activity that students will do before their final assessment will be with the propaganda posters. Students will have the opportunity to see first hand the hatred and stereotyping that occurred during this time. Students will also be asked to start thinking about why or why not it is important to continue researching and talking about the Holocaust. This will be the topic for their final argumentation essay. Most of the texts will be used in full, including the main focus novel, //Night//. The Holocaust Encyclopedia website will be used several times throughout the unit in order for the students to gain background knowledge on the subject. The students will be asked to keep in mind the question of, Is it important to continue the research and talking about the Holocaust, throughout the unit and as they read these texts.
 * Using these texts together in the classroom:**
 * Order of texts:**