Holocaust and Genocide in our World

Holocaust and Genocide in our World
North Dakota Middle School Common Core
Aligned to Eighth Grade Standards
Essential Question: How does extreme hatred affect our world?
Introduction to the Unit: The intent of this unit is to explore and examine how specific pieces of literature,
both informational and fictional, address social issues in the past and the present. The research component
of this unit will help students to gain background knowledge about particular topics as well as develop
writing and/or speaking skills. Throughout the unit students will respond both in writing and through
discussion as they learn to use the text to provide evidence to support their interpretations. Multiple pieces
of short informational text will complement the extended text as the Common Core State Standards require
that more emphasis be placed on informational text. This unit is aligned to the eighth grade standards but
could be adapted for multiple grade levels.
Short Texts
Read an excerpt from Anne Frank’s diary
 One possibility is page 15 of the teacher’s guide at the following

address.
http://www.pbs.org/wgbh/masterpiece/annefrank/annefrank_teacher
sguide.pdf
Terrible Things – An Allegory of the Holocaust by Eve Bunting
Stolen Voices: Young People’s War Diaries, from World War I to Iraq
edited by Melanie Challenger and Zlata Filipovic (1993)
Historical context for Anne Frank pages 5-8 of teachers guide

http://www.pbs.org/wgbh/masterpiece/annefrank/annefrank_teachersg
uide.pdf
Anne Frank Websites



http://www.annefrank.org/en/Anne-Franks-History/
http://www.annefrank.org/
http://www.annefrank.com/

http://www.ushmm.org/museum/exhibit/online/af/htmlsite/story.html
Informational articles on other Holocaust occurrences such as Rwanda
and Darfur
Rwanda:


http://news.bbc.co.uk/2/hi/1288230.stm
http://www.pbs.org/wgbh/pages/frontline/shows/evil/
Extended Text
“The Diary of Anne Frank” by Goodrich and
Hackett
Other Options:
Zlata’s Diary: A Child’s Life in Sarajevo by Zlata
Filipovic
A Long Way Gone: Memoires of a Boy Soldier
by Ishmael Beah

http://topics.nytimes.com/topics/news/international/countriesandterr
itories/rwanda/genocide/index.html
Darfur




http://news.bbc.co.uk/2/hi/africa/3496731.stm
http://www.unicef.org/sowc96/closboys.htm
http://www.lostboysfilm.com/
http://www.nytimes.com/2001/04/01/magazine/the-lost-boys-ofsudan-the-long-long-long-road-tofargo.html?pagewanted=all&src=pm
Genocide
 http://www.historyplace.com/worldhistory/genocide/index.html
Routine Writing:
(All prompts could be used as questions to ponder or journal writing)
 Where do you see hatred in your everyday life? How do you or others around you respond to the situation? Do you think it should
be handled differently?
 Why do you think that gossip spreads so easily? Why do you think the news focuses mainly on the bad things happening in our
world? What is it about human nature that we have a tendency to focus on the negative rather than the positive things happening
in our lives?
 How has social networking made an impact on how hatred spreads in our world?
 Are there times when stereotyping is justifiable? Explain.
 Do problems of racism and discrimination still exist? Support your views with examples.
 In our everyday lives, should we pay more attention to the similarities we have with others or our differences? Explain your answer.
Possible Anne Frank Journal Prompts
 The Franks, the Van Daan Family, and Dr. Dussel – eight people in all – spent over two years in hiding. There were only four rooms.
Food was scarce, and strict silence had to be maintained during the daytime. If you were in a similar situation and had to spend two
years shut up with your family and another family, what problems do you think you would face? How do you think you would feel
and how would you cope with the situation?
 In Scene 4, Anne describes the first thing each of the people in the secret annex would like to do after getting out of the hidden
quarters. If you were free after many months of hiding, what would be the first thing you would like to do? WHY?
 Mr. Frank states that “There are …no locks that anyone can put on your mind.” Do you agree with this statement? Why or why not?
Why was this idea important for the Franks? How is it important to you now?
 When discussing the war, Margot states that she just wishes the end would come whatever it is, and she upsets Mrs. Frank. Anne
comes back with the fact that the war is more unfair for them because they are young. What do you think about what Margot said?
Do you agree with Anne? Is it more unfair for young people to have to endure something like this because they have not lived as
much of their lives? Why or why not?
 Anne tells Peter, “We have problems here that no other people our age have ever had.” What problems do you feel they had that
no one had before? What problems do teenagers today have to deal with and are they problems your generation has to deal with
that your parents’ generation did not?
 If you were uncertain about your future and your material possessions, do you think you would be more generous or more selfish?
Why?
 If you ever found yourself in a situation similar to Anne’s – no contact with friends or family other than those who are with you – do
you think it would bring out the best or worst in you? How did Anne’s living situation during the war change who she was? Do you
think she would have been different had she not had to live in isolation for such a long period of time?
 If you were Anne, could you have found happiness in the camps because you were finally outside? What feelings did you experience
at the end of the play?
 What did you learn from reading The Diary of Anne Frank? Do you feel this is an important piece of literature that students your age
should continue to read? Why?
The following questions are from pbs.org/masterpiece/annefrank
 “We have to have rules,” declares Otto Frank soon after the Franks and van Daans move into the secret annex. Name three of the
many rules that the annex residents imposed on themselves. What were the reasons for each rule? Of these rules, which do you
think would have been hardest for you to adhere to? Why? What rules would you make?
 How did the various annex residents cope with the feeling of confinement and the loss of independence? What did the residents do
to make their time in the annex less oppressive? How was life different for them on weekdays versus weekends? Choose two
residents and compare their responses to life in hiding.
 To what extent were Anne and her family aware of events taking place in the outside world? How did they get information? Was the
information they received reliable? How much knowledge did they have about the course of the war and the treatment of Jews?
 Summarize one of the most memorable arguments or quarrels that took place while Anne and her companions were in hiding. What
was at stake? How was the issue resolved?
 In what ways does reading about a single family and their life in hiding help you understand the larger events of World War II? What
do you see as the most valuable historical lessons that can be learned through Anne’s diary?
Analyses:
(Sample Analysis Questions)
 Analyze the impact of reading “The Diary of Anne Frank” on today’s generations?
 Choose one theme from “The Diary of Anne Frank”. Using the text to support your answer, explain why this is an important theme.
 Private/Public Words: During World War II many governments and media sources tried to tell the world about the systematic
genocide of the Jews, but the killing continued. Can one person’s words make a difference? What if Anne Frank could have
anonymously posted daily entries to a blog instead of to a diary? How might this public and immediate dissemination of her
thoughts and experiences have influenced the way ordinary people thought about the Nazis’ treatment of Jews? In your opinion,
would it have made a difference? What do we gain and lose by shifting from private diaries to public blogs? (from
PBS.org/masterpiece/annefrank)
Movie Questions
Before Viewing (from PBS.org/masterpiece/annefrank)
 What do you think accounts for hatred and bigotry? What can we do—as individuals and groups—to overcome prejudice?
 Describe a situation in which you or someone you know or have read about took a courageous stand. What happened? Who
benefited?
After Viewing
 Throughout her two years in hiding, Anne wrestles with the question of “goodness.” In what contrasting ways do her parents, her
sister, and Peter van Daan define and exemplify goodness and virtue?
 In what specific ways did Anne change during her months in the annex? To what extent are these changes in response to her
situation in hiding, and to what extent are these changes part of growing up?
 How does Anne’s image of herself and of her future as a woman differ from her image of her mother and of Mrs. van Daan? What
new feelings does Anne have about herself and her priorities? With whom does she discuss these feelings?
 Consider Otto Frank’s statement to the fellow residents of the annex: “We’re lucky. We’re really very lucky.” Why does he say this
and what impact does it have on the residents of the annex?
 Why do the residents of the annex celebrate holidays and birthdays while they are in hiding? How do these events contribute to a
sense of “normality” in an abnormal environment and why is that important?
 Consider the decision to invite Mr. Dussel to share the annex with the Franks and van Daans. What risks does this decision pose for
those in hiding as well as to their helpers? What would you have done in this situation?
 What examples of courage, compassion, and sacrifice do you see in the diary? Do the people who perform these acts think of
themselves as heroic? Specifically consider Miep Gies, Jan Gies and the other people who helped the eight residents of the secret
annex. What did they risk by helping the annex residents and how did they feel about it? Do you think you would have acted
similarly or differently?
Research Projects:
Each student will research a time/event in history where extreme hatred, bigotry, or racism affected the world.
Research Purpose: Students will conduct a research project where they will find information from both print and digital sources. Their
research product will introduce a topic, provide support, and draw conclusions by pulling evidence from various informational sources.
From this research students could:
-write a paper
-create a PowerPoint or Keynote
-give a speech
Possible research areas:
World War II/Holocaust
Individual groups or races targeted by racism and discrimination
Darfur
Rwanda
Segregation
Middle Eastern conflict
Common Core Vocabulary
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●
●
●
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Infer
Theme
Characters
Setting
Plot
Allusions
Dramatic irony
Study and Apply
Grammar
Other terms
 Irony
 Foreshadow
 Flashback
 Drama
Focus on areas of
concern in students’
writing.
Study and Apply Vocabulary





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

Stereotype
Aryan
Prejudice
Anti-Semitism
Discrimination
Apathy
Empathy
Scapegoating
Standards covered in unit
8th Grade Standards
Primary Standards covered in the unit
Reading Literature
RL.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn
from the text.
RL.2 - Determine a theme or central idea of a text and analyze its development over the course of the text, including its
relationship to the characters, setting, and plot; provide an objective summary of the text.
RL.3 - Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or
provoke a decision.
RL.4 - Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings;
analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.*
RL.6 - Explain how differences in the point of view of characters and the audience or reader (e.g., created through the use of
dramatic irony) creates such effects as suspense or humor.
Reading Informational Text
RI.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn
from the text.*
RI.2 - Determine a central idea of a text and analyze its development over the course of the text, including its relationship to
supporting ideas; provide an objective summary of the text.
RI.7 - Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to
present a particular topic or idea.
Writing
W.2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection,
organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories;
include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and
examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d.
e.
f.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the information or explanation presented.
W.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards 1–3.)
W.7 – Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and
generating additional related, focused questions that allow for multiple avenues of exploration.
W.8 – Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility
and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following
a standard format for citation.
W.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 8 Reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of
events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the
material is rendered new.").
b. Apply grade 8 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a
text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant
evidence is introduced.").
Language
L.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., verbal irony, puns) in context.*
b. Use the relationship between particular words to better understand each of the words.
c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful,
firm, persistent, resolute).
Secondary Standards
Reading Literature
RL.5 – Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to
its meaning and style.
RL.7 - Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script,
evaluating the choices made by the director or actors.
Reading Informational Text
RI.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn
from the text.*
RI.2 - Determine a central idea of a text and analyze its development over the course of the text, including its relationship to
supporting ideas; provide an objective summary of the text.
RI.7 - Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to
present a particular topic or idea.
Speaking and Listening
SL.1 - .Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by
referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
b.
c.
d.
Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define
individual roles as needed.
Pose questions that connect the ideas of several speakers and elicit elaboration, and respond to others’ questions and
comments with relevant evidence, observations, and ideas.
Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views and
understanding in light of the evidence presented.
SL.8.4 - Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid
reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.8.5 - Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and
add interest.
Language
L.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
b. Use an ellipsis to indicate an omission.
c. Spell correctly.
L.3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g.,
emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).
L.4 - Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content,
choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the
meaning of a word or phrase.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede,
secede).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find
the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or
in a dictionary).
L.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary
knowledge when considering a word or phrase important to comprehension or expression.
*This unit was developed by a group of North Dakota 6-8 ELA teachers who have used, adapted, and
interpreted a variety of sources.
Sample Lesson
Lesson Title: Understanding the Holocaust and Genocide Through Informational
Text
Grade level/Course: 8th grade Language Arts
Length of lesson: Two days
Common Core State Standards
 Primary Standards
o
o

RI.1 - Cite the textual evidence that most strongly supports an analysis of what the
text says explicitly as well as inferences drawn from the text.*
RI.2 - Determine a central idea of a text and analyze its development over the course
of the text, including its relationship to supporting ideas; provide an objective
summary of the text.
Secondary Standards
o
o
W.9 – Draw evidence from literary or informational text to support analysis,
reflection, and research.
SL.1 - .Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues,
building on others’ ideas and expressing their own clearly.
Lesson Summary
This lesson will focus on students’ understanding an historical account of genocide
throughout our world’s history. Each student will read, effectively analyze and discuss
multiple informational articles. The students will then cite the text to support their
unbiased summary of the information.
Resources/Preparation Needed
 Sample Articles:
Rwanda:


http://news.bbc.co.uk/2/hi/1288230.stm
http://www.pbs.org/wgbh/pages/frontline/shows/evil/
http://topics.nytimes.com/topics/news/international/countriesandterritories/rwanda/genocide/index.ht
ml

Darfur




http://news.bbc.co.uk/2/hi/africa/3496731.stm
http://www.unicef.org/sowc96/closboys.htm
http://www.lostboysfilm.com/
http://www.nytimes.com/2001/04/01/magazine/the-lost-boys-of-sudan-the-long-long-long-road-tofargo.html?pagewanted=all&src=pm
Genocide

http://www.historyplace.com/worldhistory/genocide/index.html
Guiding Questions:
 How is a central theme carried across multiple pieces of informational text?
 How does a reader use explicit and implicit evidence to support his/her analysis of
informational text?
Sample Lesson


How do supporting ideas develop a central idea over the course of a text?
How can a reader use his/her understanding of a central idea to summarize a text
objectively?
Learning Objectives:
Students will:
 Gather information from various informational articles
 Evaluate the use of explicit and implicit evidence
 Identify a central idea and supporting details
 Draw inferences
 Write an unbiased summary that demonstrates understanding of the central idea
Sequence of activities that comprise the lesson:
Opening activity to check prior knowledge:
 Classroom discussion about students’ prior knowledge about genocide, Rwanda,
and Darfur
Learning objectives explanation
 Discuss inference
 Explicit vs implicit information
Student Engagement with the Content
 Students will be given three articles to read: one article on Rwanda, Darfur, and
genocide in general.
 While reading, students write down interesting facts that they encounter.
 If needed, the teacher will supply guiding questions to help students infer
and find implicit/explicit information.
 In small groups, students discuss the points they found interesting.
 As a class, a chart/graph/Venn diagram will be created comparing/contrasting
evidence found in the three articles
Summarization of the Lesson
 Students will individually write a summary of what they have learned from the
articles and the discussion.