Holocaust

Katie Jarvis, 5
th
grade
Standards:
History:
#1- choices have consequences
#3- societies shaped by beliefs, ideas, and diversity
Civics:
1. Use criteria to make judgments about strengths and weaknesses of position
on issue.
2. Use criteria to arrive and defend position you can support.
3. Adhere to fundamental principles of common good and justice for all.
Writing:
W.5.2. Write informative/explanatory text to examine a topic and convey ideas
and information clearly.
W.5.8. Recall relevant information from experiences or gather relevant
information from print and digital sources; summarize or paraphrase info in notes and
finished work, and provide list of sources.
SL.5.2 Summarize a written text read aloud or information presented in diverse
media and formats, including visually, quantitatively, and orally
Music:
MU.Re7.1.5a Demonstrate and explain, citing evidence, how selected music
connects to and is influenced by specific interest, experiences, purposes, or contexts.
Objectives:
1. Each day after the story is read aloud, students will write in their journals to
summarize what happened in the story and why it is important.
2. On day ten after listening to some music in this time frame, students will write
in their journals to summarize/explain how the song influences us on
Holocaust and also what they got out of the music.
3. On day ten, students will write a letter to a survivor from the Holocaust asking
about their experiences and how society has changed since then.
Materials: A Lucky Child by Thomas Buergenthal, pictures of Holocaust, writing
journals, music ready on computer from http://www.ushmm.org/exhibition/music/,
notebook paper to write letter
Background for Teachers: This unit it made to be ten or so days long. On Day One, I
would show the students the pictures; I would give them a brief explanation of what
happened in Holocaust, and would start reading the book. From Day Two-Nine we
would only read the book. Then Day Ten, we would finish reading the book, listen to
some music and write in journal what they got out of music and how it is important to
Holocaust, and also write a letter to a survivor. On every day after reading the book to
them, they will summarize what went on in the story that day and also why it is
important in their writing journal.
Steps in Lesson:
Introduction: To introduce the topic of Holocaust I would read a brief explanation of
what happened. After I read the explanation, I would show four pictures that help give
imagery to what I read. I would ask them questions on why it is important or what they
know about the pictures.
Body: This lesson would span out for ten days.
Day 1: After the brief explanation and pictures, I would begin to read the story. After the
reading for that day I would have them summarize what went on the day in the story
and also why it is important in their writing journals.
Day 2-9: I would have them summarize what went on that day in the story and also why
it is important in their writing journals.
Day 10: After summarizing in their journals, I would play The Lonely Child by Yankl
Krimski. I would have them explain in their journals, how the song/s played connects to
Holocaust and how it is important. After the song was done and everyone had written in
their writing journals, I would have them write their letter to the survivor.
Closure: On day ten, after each student wrote their letter, I would let them share it with
their classmates. I think it would be helpful to see what others their age wanted to know
and maybe spark some ideas in their head too. After everyone had shared we would go
on to something else.
Assessment: To assess the students learning, I would have a rubric. On the rubric, I
would have a section for summarizing each day in their journal. I would make that ten
points and for each day they did it, they would get a point. I also would have a section
for them explaining how the song I played connects to the Holocaust and how it is
important. Finally I would have a section on the rubric for the letter. I would expect them
to recall important information I had read/told them and use that to help ask questions to
understand more what went on in Holocaust and how the societies have changed since
then.
Adaptations: I know these pictures are graphic and this topic matter is kind of difficult
to swallow, so if students needed to not look at the pictures or they needed a break from
listening to the story, as long as they participated in writing in their journal, listening to
the music, and writing the letter I would be okay with that.
I also would have headphones for when we listened to the music section of this. Some
students learn better listening on their own than in a group, so I would let those students
get a cd player or iPod with a set of headphones, and let them listen to songs that way.
Rationale: I think this lesson is important because you are integrated three subjects
together (music, history, writing). The fifth graders will be able to understand how
choices have consequences and also societies shaped by beliefs, ideas, and diversity.
They will also learn how after being read aloud a book how to summarize it in their own
words. They will also work on connecting music to a certain experience, this one being
Holocaust. Finally they will recall relevant information about a subject, this one being
holocaust and then use that information to write a letter and gain more knowledge about
the subject.
Next Steps: The next step for me would be to find a mailing address and send the
letters to the survivor or whomever I could send it too. For the students the next step
would be to wait and see if anyone wrote back and then if they did, to read the letter
they got back to the class.