Andre+Guilbert

As an intro to the unit, students would be shown the video on the children of the Holocaust to help spark interest. Then using the text as a guide, we would cover the causes of the Holocaust then more closely examining Nazi propaganda like text #6. After covering some background information, students would be given a choice of four books to read (texts 2-5). Each book would have their own unique culminating activity (text 10 for Anne Frank’s diary, text 8 for //Night// etc.) Finally, when we reach the end of the unit, any student who wishes to further their own research would be referred to supplemental readings such as text 9.
 * Diverse Text Set Assignment **
 * Name: **Andre Guilbert
 * Context for using the text set: **This text set is for a ninth grade world history class in which we are learning about the Holocaust. This class is diverse in learner type including students with matchup assets, matchup gaps, and mismatches.
 * Content Objective: ** Rhode Island GSE HP 1 (9-12)-1a: Students act as historians using a variety of tools by formulating historical questions, obtaining, analyzing, evaluating, historical primary and secondary print and non-print sources.
 * Reading/Thinking Objective: **Common Core Reading Standard for Literature 2 for grades 9 and 10: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. A. **Print Resources:**
 * Text #1: World History (Textbook) **
 * Citation: Esler, Anthony, Gaynor-Ellis, Elisabeth (2009, June 1). //World History//. Prentice Hall School Division.
 * Text Summary: This text is a general world history textbook assessed to be appropriate for ninth graders. For this unit we would be focusing on chapter 17 which covers World War II and its aftermath. Although the text does not go into great detail about the holocaust itself, it provides basic background information about World War II (its causes and effects) necessary for understanding the nature of the Holocaust.
 * Rationale: This text would be better suited towards students with matchup gaps and mismatches as students with matchup assets already have extensive background knowledge, or will pick up the knowledge needed easily throughout the unit. Students with matchup gaps will be able to use the information to fill in gaps in their knowledge and students with complete mismatches will be able to obtain information necessary for comprehension through reading this accessible source.
 * Use of Text: As mentioned before, this source will be used as less as a guide and more as a jumping off point for students that require basic background information on World War II and the Holocaust.
 * Attachment: Text too long to attach
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Text #2: //Anne Frank: The Diary of a Young Girl// **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Citation: Frank, Anne (1967). //Anne Frank: The Diary of a Young Girl//. New York, NY: Doubleday.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summary of Text: This text is an excellent primary source and tells the story of Anne Frank, a young Jewish girl who fled her home in Amsterdam and spent the remaining years of her short life hiding from the Nazis.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: I chose this text because it is a powerful connector to the events of the Holocaust. At thirteen, Anne Frank was not much younger than my students when she was forced to flee for her life. It is a first-hand account of the horrors of the Holocaust and can be used for students with all learning levels as it provides good background details, is accessible for lower level readers, but stimulating enough for students with matchup assets.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Use of Text: This text will be used as a primary source to expose students to what it was like for Jewish families fleeing the Holocaust. Students will be given a choice of reading //Night, Anne Frank: The Diary of a Young Girl, Maus: A Survivor’s Tale,// or //The Book Thief//, each with its own culminating activity.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Attachment: Too long to attach
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Text #3: //Night// **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Citation: Wiesel, Ellie (2006). //Night//. New York, NY: Hill and Wang.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summary of Text: This text is a horrifying first-hand account of the Nazi concentration camps during World War II. Ellie Wiesel was just a teenager when he was taken away to the death camp Auschwitz in 1944. This text details his experiences and reveals the horrors of the Holocaust.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: This is another excellent primary source of the Holocaust as Ellie Wiesel witnessed firsthand the atrocities of the Nazi death camps. Again, students will be able to relate to this tale as Ellie was about their age when he was taken away by the Nazis. This text is better suited for students with matchup assets as delves into mature themes that need a solid foundation of background knowledge to fully appreciate and understand.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Use of Text: This text will be used as a primary source to provide a firsthand account of Nazi Concentration camps and the experiences of Jewish prisoners. Students will be given a choice of reading //Night, Anne Frank: The Diary of a Young Girl, Maus: A Survivor’s Tale,// or //The Book Thief//, each with its own culminating activity.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Attachment: Too long to attach
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Text #4: //Maus: A Survivor’s Tale// **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Citation: Spiegelman, Art (1986). //Maus: A Survivor’s Tale.// New York, NY: Pantheon Books.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summary of Text: This text is a graphic novel that recounts the experiences of the author’s father during the events of the holocaust. It also details his father’s life after surviving the holocaust and how those experiences affected him as a person. The text itself is laid out as a comic book, with illustrations depicting Jews as mice, Nazis as Cats, Americans as dogs etc.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: Although this text is a secondary source, it again provides a firsthand account of the holocaust. What’s unique about this resource is that it details the affects the holocaust had on Spiegelman’s father and how it shaped him as a person, something that is essential to understanding the ramifications of the Holocaust. Although this source would be great for students of all levels, it best fits those with matchup gaps. It provides an interesting interpretation of the Holocaust through its illustrations which help guide understanding and help fill in information that may be missing from the student’s background information.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Use of Text: This text would be used to provide another first-hand account of the Holocaust and emphasis the shaping affect it had on those who survived it. Students will be given a choice of reading //Night, Anne Frank: The Diary of a Young Girl, Maus: A Survivor’s Tale,// or //The Book Thief//, each with its own culminating activity.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Attachment; Too long to attach
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Text #5: //The Book Thief// **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Citation: Zusak, Markus (2006). //The Book Thief//. New York, NY: Random House Inc.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summary of Text: This work of fiction tells the story of Liesel, a German girl who’s family helps hide a Jewish man from the Nazis. Although it is a work of fiction, this story provides insight into those who risked their own lives to assist the Jews during the holocaust.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: This book offers a unique perspective of the holocaust; instead of focusing on the Jews who were being persecuted, the story follows a girl whose family has decided to harbor a Jewish man. This text is definitely better suited for students with matchup assets as it has a complex story and writing style. Extensive background information will be needed for full comprehension.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Use of Text: This text will be used to offer an alternate perspective on the Holocaust that focuses on the actions of non-Jews assisting Jewish refugees. Students will be given a choice of reading //Night, Anne Frank: The Diary of a Young Girl, Maus: A Survivor’s Tale,// or //The Book Thief//, each with its own culminating activity.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Attachment: Too long to attach.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">B. Media Resources **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Text #6: Nazi Propaganda Poster **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Citation: Atlanta’s Jewish Heritage and Holocaust Museum. (1943). //The Jew: The Inciter of War, The Prolonger of War//. [Poster]. Retrieved from <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[]
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summary of Text: This text is a Nazi propaganda poster from World War II. It depicts an anti-Semitic view of a Jewish man and reads //The Jew: The Inciter of War, The Prolonger of War//.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: This text is a primary source of Nazi anti-Semitic propaganda. It provides an example of how the Nazis were able to brainwash the German people into persecuting the Jews. This text would be best used by students with mismatches because it outlines a fundamental theme behind the Holocaust that is needed to understand why such horrific events transpired. Without this knowledge, students will not be able to fully grasp the concept of the Holocaust.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Use of Text: This text will be used to demonstrate the power of Nazi Propaganda and explain how Hitler was able to convince the German to take such drastic measures against the Jews. An accompanying activity of visual analysis would be given as well.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Attachment:
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Text #7: Children of the Holocaust (video) **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Citation: [rachelalexonfire]. (2009, April 14). //Children of the Holocaust// [video file]. Retrieved from <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summary of Text: This is a five minute video slide show depicting images of children that went through the Holocaust.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: This text would be perfect for English Language Learners, as there is no dialogue and very little text but is still able to convey its message without either. It also shows students how the Holocaust was responsible for the death of over a million children, a staggering statistic that will open the student’s eyes to the atrocities of the Nazis.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Use of Text: This text will be used to show students that the Holocaust affected all Jews, from the elderly to the youngest child. It would be shown at the beginning of the unit to “hook” students and get them emotionally invested in what they are about to learn.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Attachment: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> (link leads to video)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">C. Online Interactive Resources: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Text #8: //Interactive Map of Auschwitz// **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Citation: //Interactive Map of Auschwitz//. (2014). Retrieved from BBC Histoy, <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summary of Text: This text is an interactive map of the Auschwitz death camp. It provides brief background information about the Nazi death camps and then goes into a detailed layout of the camp itself.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: This text is nice because it allows students to visualize what they’ve been reading about in other texts. For instance, in //Night//, Elie Weisel tells about his experiences in Auschwitz. Now students will be able to connect his story with an actual layout of the camp. This text is best suited for students with matchup gaps because it offers some brief background knowledge to activate what the students already know and helps them apply that knowledge through connections with prior texts.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Use of Text: This text would be used as an after reading activity for //Night// and can be used to help students draw connections between multiple texts.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Attachment: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> (link to website)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Text #9: Photographs of the Jewish Resistance **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Citation: //Photographs of the Jewish Resistance//. (2006). Retrieved from the Jewish Partisan Educational Foundation, <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|http://www.jewishpartisans.org/t_switch.php?pageName=gallery+main&gclid=CP3Ui8X1sL0CFaMcOgodWzUAEw#]
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summary of Text: This text is a gallery of photographs depicting Jewish resistance fighters from different areas of Europe. Upon clicking an image, students will be shown a brief description of what the photo shows.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: This text is good because it shows students that there were pockets of resistance in the Jewish community. Up until this point students have only been shown sources of Jews as victims, but this text shows that many Jews were able to fight back against the Nazis. This text would be best suited for students with matchup assets as it offers little background information and is used as more as supplemental reading.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Use of Text: This text will be used for students who show an intense interest in the Holocaust and wish to do more research on their own.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Attachment: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[|http://www.jewishpartisans.org/t_switch.php?pageName=gallery+main&gclid=CP3Ui8X1sL0CFaMcOgodWzUAEw#] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> (link to website)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">D. Instructional Resources **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Text #10: Current Contexts (lesson plan) **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Citation: Chin-Eisenhower, Yasmin, Sale, Michelle. (2007). //Current Contexts//. Retrieved from the New York Times website, http://learning.blogs.nytimes.com/2007/02/16/current-contexts/
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summary of Text: This text is a lesson plan that has students linking quotes from //Anne Frank: A Diary of a Young Girl// with excerpts from present day newspapers. Students are then asked to pick quotes that they might feature in their own autobiographies.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: This activity will ensure that students have fully comprehended their reading of Anne Frank’s diary. Since this text has already been labeled as accessible to all, this will be the culminating activity after finishing the text.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Use of Text: To ensure students have fully comprehended the important themes of //Anne Frank: The Diary of a Young Girl// this lesson plan will be used as an assessment.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Attachment: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> (link to lesson plan too long to include)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Texts for Diverse Learners: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students with Matchup Assets: 2,3,5,9,10
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students with Matchup Gaps: 1,2,4,8,10
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students with Mismatches: 1,2,6,10
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">ELL Students: 7
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Using Texts Together in the Classroom: **