LBD Template Modules: An Introduction



What lessons can we learn from the Holocaust?

Tiffany Mullin and Erica Spangler

Florida State University

|Module Title |How do the lessons of the Holocaust apply today? |

|Module description |This module is intended to expose students to the historical context and experiences associated with the Holocaust. Through a variety of primary sources students will explore |

|(overview): |the circumstances surrounding the Holocaust as well as the different perspectives of those involved. This module addresses the mandate for Holocaust education in addition to |

| |promoting literacy and writing through the social sciences. |

|Template task (include |Task 14 Template: |

|number, type, level): |“Goodness, like evil, often begins in small steps. Heroes evolve; they aren’t born’. –Ervin Staub |

| |Explain the meaning of the quote. How is this quote relevant to the lessons learned from the Holocaust? |

| | |

| |After reading primary sources accounts and the Diary of Anne Frank (play) write an essay that describes the Holocaust and addresses the question. Support your discussion with |

| |evidence from the text(s). (Informational or Explanatory/Description) |

|Teaching task: |“Goodness, like evil, often begins in small steps. Heroes evolve; they aren’t born’. –Ervin Staub |

| |Explain the meaning of the quote. How is this quote relevant to the lessons learned from the Holocaust? |

|Grade(s)/Level: |8th grade |

|Discipline: (e.g., ELA, |Social Studies |

|science, history, other?) | |

|Course: |World History |

|Author(s): |Tiffany Mullin and Erica Spangler |

|Contact Information: |Tiffany Mullin- missmullincivics@ |

| |Erica Spangler- espangler@ |

Section 1: What Task?

Teaching Task

|Teaching task: |“Goodness, like evil, often begins in small steps. Heroes evolve; they aren’t born. –Ervin Staub |

| |Explain the meaning of the quote. How is this quote relevant to the lessons learned from the Holocaust? |

|Reading texts: | |

| |Historical context |

| |Holocaust Time Line overview |

| |Strom, M.S. Facing history and ourselves: Holocaust and human Behavior. 1994. Brookline, Massachusetts: Facing History and Ourselves. |

| |Reading 8: Belonging. Page 233. |

| |Description: A collection of three experiences of children who lived during Nazi Germany. |

| |Hitler Youth |

| |Children of Jehovah Witness |

| |Jewish children in school |

| | |

| |Holocaust Experience |

| |Diary of Anne Frank (play) by Frances Goodrich and Albert Hackett. |

| |I never saw another butterfly: Children’s Drawings and Poems from Terezin Concentration Camp, 1942-1944 |

| |Holocaust Education Resource Council: Holocaust Survivor Interviews |

| |Lisl Bogart |

| |Rita Hofrichter |

|Background to share with | |

|students: |It is said that history repeats itself because people neglect to reflect on the lessons learned from each event. The Holocaust is a story of unimaginable offenses and |

| |courageous acts of heroism and resiliency. The Holocaust was a culminating event that began with several smaller events and circumstances. In addition, it was combatted |

| |through the small acts of hundreds of people. In 1933, Hitler was appointed the Chancellor of Germany and slowly promoted his ideology through words and propaganda that |

| |continued to spread and was eventually adopted as truth. |

Common Core State Standards

|READING Standards for Informational or eXplanAtory |

|“Built In” Reading Standards |“When Appropriate” Reading |

|1- Read closely to determine what the text says explicitly and to make logical inferences from it; cite |3- Analyze how and why individuals, events, and ideas develop and interact over the course of a text. |

|specific textual evidence when writing or speaking to support conclusions drawn from the text. |Not evident in this module. |

|2- Determine central ideas or themes of a text and analyze their development; summarize the key supporting |5- Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of|

|details and ideas. |the text (e.g. a section, chapter, scene, or stanza) relate to each other and the whole. Not evident |

| |in this module. |

|4- Interpret words and phrases as they are used in a text, including determining technical, connotative, and|7- Integrate and evaluate content presented in diverse formats and media, including visually and |

|figurative meanings, and analyze how specific word choices shape meaning or tone. |quantitatively, as well as in words. Evident in this module. |

|6- Assess how point of view or purpose shapes the content and style of a text. |8- Delineate and evaluate the argument and specific claims in a text, including the validity of the |

| |reasoning as well as the relevance and sufficiency of the evidence. Not evident in this module. |

|10- Read and comprehend complex literary and informational texts independently and proficiently. |9- Analyze how two or more texts address similar themes or topics in order to build knowledge or to |

| |compare the approaches the authors take. |

| |Evident in this module. |

|WRITING STANDARDS FOR INFORMATIONAL OR EXPLANATORY |

|“Built In” Writing Standards |“When Appropriate” Writing Standards |

|2- Write informative/explanatory texts to examine and convey complex ideas and information clearly and |1- Write arguments to support claims in an analysis of substantive topics or texts, using valid |

|accurately through the effective selection, organization, and analysis of content. |reasoning and relevant and sufficient evidence. Not evident in this module. |

|4- Produce clear and coherent writing in which the development, organization, and style are appropriate to |3 - Write narratives to develop real or imagined experiences or events using effective technique, |

|task, purpose, and audience. |well-chosen details, and well-structured event sequences. Not evident in this module. |

|5- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new |6 - Use technology, including the Internet, to produce and publish writing and to interact and |

|approach. |collaborate with others. Not evident in this module. |

|9- Draw evidence from literary or informational texts to support analysis, reflection, and research. |7 - Conduct short as well as more sustained research projects based on focused questions, demonstrating|

| |understanding of the subject under investigation. Not evident in this module. |

|10- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time|8- Gather relevant information from multiple print and digital sources, assess the credibility and |

|frames (a single sitting or a day or two) for a range of tasks, purposes, and audience. |accuracy of each source, and integrate the information while avoiding plagiarism. Evident in this |

| |module. |

Content Standards From State or District

|Standards source: | |

|Number |Content StandardS |

|SS.8.A.1.1 |Provide supporting details for an answer from text, interview for oral history, check validity of information from research/text, and identify strong vs. weak arguments. |

|SS.8.A.1.5 |Identify, within both primary and secondary sources, the author, audience, format, and purpose of significant historical documents. |

|SS.8.A.1.7 |View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts. |

|Florida’s Holocaust |The Holocaust is to be taught across the curriculum from preparatory lessons in the primary and intermediate grades, through exploratory studies in the intermediate and middle school |

|Mandate |grades, and synthesizing projects by the conclusion of the senior high school experience. Holocaust content is to be infused in ways that are age-appropriate, interdisciplinary, and |

| |consistent with other required instruction |

SCORING RUBRIC

Scoring Rubric for Informational or Explanatory Template Tasks

|Scoring Elements |Not Yet |Approaches Expectations |Meets Expectations |Advanced |

| |1 |

|Skills Cluster 1: Preparing for the Task |

|1. Task Engagement & Analysis |Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns. |

|Skills Cluster 2: Reading Process |

|1. Reading Strategies |Ability to identify essential reading strategies for text comprehension. |

|2. Active Reading & Essential |Ability to read purposefully and identify key vocabulary. |

|Vocabulary | |

| |Ability to make meaning of the text collaboratively and record relevant information. |

|3. Text Based Discussion & | |

|Note-Taking | |

|4. Organizing Notes |Ability to prioritize and narrow notes and other information. |

|Skills Cluster 3: Transition to Writing |

|1. Bridging & Rubric Translation |Ability to begin linking reading results to writing task and interpret the rubric. |

|Skills Cluster 4: Writing Process |

|1. Controlling idea |Ability to establish a controlling idea and consolidate information relevant to task. |

|2. Organization |Ability to develop a line of thought and text structure appropriate to an information/explanation task. |

|3. Development |Ability to construct an initial draft with an emerging line of thought and structure. |

|4. Revision & Editing |Ability to refine text, including line of thought and proofread to make it more effective. |

|5. Completion |Ability to submit final piece that meets expectations. |

Section 3: What Instruction?

|Pacing |Skill and Definition |Product and Prompt |Scoring (Product “meets |Instructional Strategies |

| | | |expectations” if…) | |

|Skills Cluster 1: Preparing for the Task |

| |1. Task engagement & Analysis |Products |None | |

|Day |Ability to connect the task and |Short Responses | |Identify relevant learning targets and link content to previous instruction (History of |

|1 – 2 |new content to existing |List of notes | |the 1920s, WWII) |

| |knowledge, skills, |Prompt: In your Writer’s Notebook | |Ask students to complete quick write activity in their Writer’s Notebook: As a class, |

| |experiences, interests, and |write your first reaction to each | |create a list of information and facts you know about the Holocaust and the US involvement|

| |concerns. |section of the task prompt. | |in WWII. |

| | | | |Holocaust Timeline overview. Brief explanation of the events leading to WWII and the |

| | |Prompt: As a class, create a list of | |Holocaust. Students take notes in their Writer’s Notebook using Cornel Notes. |

| | |information and facts you know about | |Pre-reading discussion- What does it mean to belong? What actions has someone you know |

| | |the Holocaust and the historical | |taken to feel like they belong? |

| | |context | |Jigsaw: In small groups analyze 1 of the readings in “Belonging”. (Strom, 1994, pg. 232). |

| | | | |Students are divided into groups. Each group is assigned a different testimonial: |

| | |Prompt: What are the events that lead | |Hitler Youth |

| | |to the Holocaust? How did these primary| |Children of Jehovah Witness |

| | |source testimonials help me understand | |Jewish children in school |

| | |the human experience and historical | |Read the short selection assigned to your group. Answer in Writer’s Notebook: Who is the |

| | |context. | |author? What is the purpose? How does this help us understand Germany during the years |

| | | | |leading to the Holocaust? What knowledge have you gained? |

| | | | |Students are regrouped and share their findings with their new group. Students summarize |

| | | | |their findings in their Writer’s Notebook. |

| | | | |Reflect: What are the events that lead to the Holocaust? How did these primary source |

| | | | |testimonials help me understand and respond to the prompt? Are the sources credible? |

| | | | |Accommodations – provide notetaking chart to include in writing notebook. |

|Skills Cluster 2: Reading Process |

|Note: Reading Strategies, Active Reading, Essential Vocabulary, Text-Based Discussion, & Note-taking skills are used with each text. |

| |1.Reading Strategies | | | |

| |Ability to identify essential |Product: |Students annotate at “Level 2” |Reading Activity 1: Days 3-4: Diary of Anne Frank (play) |

|Days |reading strategies for text |Actively read text. Active |stage of the Active Reading | |

|3 - 4 |comprehension. |discussion and notes. Vocabulary |Rubric and include margin notes|Pre-reading discussion: |

| |2. Active Reading & Essential |graphic organizers and character |that support thinking about the|How do you think the characters felt when they arrived at the hidden apartment? |

| |Vocabulary |mind maps. |guiding question. |Have you been in a situation where you have felt this way? |

| |Ability to read purposefully | | |Record notes in Writer’s notebook |

| |and identify key vocabulary. |Prompt: |Students complete vocabulary |Vocabulary instruction: |

| | |Annotate the text as you read, |“word detective” graphic |Target vocabulary is written on the board and copied in student’s writing notebook. |

| | |including margin notes that support|organizers and character mind |Students are given a “word detective” graphic organizer to complete while reading the text. |

| | |your thinking about the guiding |maps. |Students read the Play in small groups. Each student is assigned a character in the play. Each |

| | |question in the Writer’s Notebook. | |student is assigned one of the target vocabulary words. |

| | | |Students participate in small |Active reading: Review guiding questions and highlight or make notes in the margin as you read the |

| | | |group and class discussion. |text with a group. |

| | | | |After each scene discuss how the vocabulary is used and review the meaning. Students complete the |

| | | | |“word detective” graphic organizer for their assigned vocabulary word. |

| | | | |When the reading of the play is concluded, create a mind map of the student’s character in the |

| | | | |Writer’s Notebook. Take turns presenting the character mind maps and “word detective” graphic |

| | | | |organizers. |

| | | | |Class discussion: Review target vocabulary. Use student sample “word detective” graphic organizers. |

| | | | |What information is gained from this activity that can help us understand and respond to the prompt?|

| | | | |Is the information credible? Why or why not? Record notes in Writers Notebook |

| |3. Text Based Discussion & |Product: Active discussion & | |Reading Activity 2: I never saw another butterfly. Children’s drawings and poems from Terezin |

|Days |Note-taking. |notes. |Students have actively |Concentration Camp. 1942-1944. |

|4-5 |Ability to make meaning of the |Prompt: |participated in small group |The class reads “Butterfly” together. The teacher models the primary source document analysis sheet |

| |text collaboratively and record|Address the task by completing the |discussions and added notes |as they complete the task together. |

| |relevant information. |document analysis sheet, presenting|into their Writer’s Notebook. |Students are assigned poems based on their individual reading level. They are given a primary source|

| | |findings, and recording notes in | |document analysis sheet (organizer) to complete. The sheet is to be included in their Writer’s |

| | |the Note-Taking section of the | |Notebook. |

| | |Writer’s Notebook | |Man Proposes, God Disposes |

| | | | |Homesick |

| | | | |I am a Jew |

| | | | |On a Sunday Evening |

| | | | |Think, pair, share activity- After completing the document, compare the findings with a partner. |

| | | | |Then present the small group findings and poem to the class. The teacher can project the |

| | | | |corresponding painting with the poem. |

| | | | |Video analysis: Students complete the document analysis sheet for the Holocaust Education Resource |

| | | | |Council: Holocaust Survivor Interviews |

| | | | |Lisl Bogart |

| | | | |Rita Hofrichter |

| | | | | |

| | | | |Class discussion: How can the information gained from these poems and interviews help us answer the |

| | | | |prompt? |

| |4. Organizing Notes |Product: | |Teacher shows variety of graphic organizers (see materials list) |

|Day |Ability to prioritize and |Bibliography |Students have placed |Teacher models how to use one of the graphic organizers. |

|6 |organize notes guided by the |Notes prioritized in a graphic |information in a graphic |Students create a main idea to answer the prompt and use one of the graphic organizers to respond to|

| |task. |organizer. |organizer. |the prompt. |

| | |Prompt: | |What sources will they use as evidence? The teacher guides students on how to use Noodle Tools to |

| | |Using your notes, place the |Students draft a Bibliography |create a bibliography of the sources they have analyzed. |

| | |information most relevant to the |using Noodle Tools. They | |

| | |task in a graphic organizer. |properly site the materials | |

| | | |analyzed. | |

| | | | | |

|Skills Cluster 3: Transition to Writing |

| |1. Bridging & Rubric |Socratic Seminar: |Students will complete a peer |Teacher will discuss rules and procedures for participating in the Socratic Seminar. A video will be|

|Day |Translation |Students will be given the quote by|evaluation of their partner |presented of students modeling the student actions involved in this task. |

|7 |Ability to determine common |Staub which is included in the |during the Socratic Seminar. |Students will be assigned a partner that they will be responsible for completing a peer evaluation |

| |themes between the texts |writing prompt. | |of regarding their participation in the discussion. |

| |relating to the lessons learned| | |Students will form an inner and outer circle. The students in the inner circle will continue the |

| |from the Holocaust. |Students will create a product | |discussion while their partners on the outside complete the peer evaluation. |

| | |titled Sticking Points in which | |Students will discuss their interpretation of the quote and cite evidence and examples from the |

| |Ability to analyze the quote by|they summarize the most | |various texts used earlier in the unit. |

| |Staub and engage in a |enlightening or influential | |The teacher will remind students to consider the quote in terms of both good and evil associated |

| |class-wide discussion producing|statements made by their peers in | |with the Holocaust. |

| |ideas addressing the writing |relation to an analysis of the | |The teacher will record key points that were mentioned in the discussion. |

| |prompt. |quote. | |Accommodations –Students will be provided with accountable talk laminated cards that include |

| | | | |sentence starters and question stems to encourage students to participate. |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|Skills Cluster 4: Writing Process |

| |1. Controlling idea |Develop a clear thesis statement with|Students writes thesis statement that |Teacher will model how to create a strong thesis statement. |

| |Ability to establish a |supporting detail in the opening |clearly answers the prompt and explains |Students will practice writing thesis statements with basic sample prompts. |

|Day 8 |controlling idea and consolidate |paragraph to address the writing |what the student will be writing in their |Complete the thesis statement and introduction utilizing the expository essay graphic|

| |information relevant to the |prompt. |essay. |organizer (p. 13-14 of Writing Resource document attached). |

| |writing prompt. | | |Students must share their thesis statement and introduction (box 1 of graphic |

| | | | |organizer) and get the approval of at least two students before the teacher reviews |

| | | | |the introductions individually. |

| | | | |Teacher models creating an outline for body paragraph 1. |

|Day 9 |2. Organization | |Students are to use at least two of the |Students review the Holocaust resources and mark potential evidence that can be |

| |Ability to develop a line of |Complete graphic organizer for the |resources from the Holocaust unit as |utilized with a post-it note. |

| |thought and text structure |outline of body paragraphs 1-3. |evidence to support their thoughts. |Students will independently complete the graphic organizer outline for body |

| |appropriate to an information/ |The outline requires supporting | |paragraphs 1-3. |

| |explanation task. |details and specific examples from | | |

| | |the various texts. | | |

| | | | |Teacher will model the traffic light writing strategy to aid students in writing |

| |3. Development |Product: Initial draft |Students provide complete draft with all |their initial draft of the essay. |

| |Ability to construct an initial |Prompt: Write an initial draft |parts. |[pic] |

|Day 10-13 |draft with a clear line of |complete with opening, development, | |Each body paragraph has a topic sentence. Each supporting detail (yellow) should be |

| |thought and support regarding the|and closing; insert and cite textual |Students support the opening with evidence|followed by a specific citation or example from the text along with an explanation. |

| |analysis of the quote. |evidence. |and citations. |Students then tie the elements of that topic together in a final sentence or two. |

| | | | |After the teacher models this strategy, students will be asked to write their body |

| | | | |paragraphs and conclusion independently using this strategy and their outline from |

| | | | |the graphic organizer. |

| | | | | |

| |4. Revision & Editing |Highlighting Traffic light strategy |Students will provide productive feedback |Students will be given green, yellow and pink/red highlighters. They will be asked to|

| |Ability to review and refine |and peer review/feedback of first |to their peers. |reread their first draft and highlight the portions of their body paragraphs that |

|Day 14-16 |their writing and the writing of |draft. |Students will reevaluate their individual |correlate to the traffic light strategy. Green topic sentence, yellow detail, pink |

| |others as well as proofread for | |drafts based on the criteria expressed in |evidence and explanation and green summary for each paragraph. |

| |conventions and grammatical | |the rubric. |After reviewing their essays, students will exchange papers with an assigned partner.|

| |errors. | | |Students will share their findings by answering the questions provided: |

| | | | |Introduction: |

| | | | |Has the writer (either yourself or your classmate) clearly expressed their thoughts |

| | | | |in a thesis statement? |

| | | | |Is there any unnecessary information included in the introduction? |

| | | | |Having read the entire essay, does the introduction fit the paper? |

| | | | |Body |

| | | | |How is the evidence linked to the main point of the paragraph? And to the main point |

| | | | |of the essay? |

| | | | |Is there any unnecessary information throughout the body of the paper, such as |

| | | | |excessive quotation, or unsupported claims? |

| | | | |Conclusion |

| | | | |Has the writer restated (not simply repeated) the major claim of the paper. |

| | | | |What is your understanding of the quote through your partner’s analysis? |

| | | | |What confuses you about the draft? (For example, a certain word choice, the topic |

| | | | |and/or its presentation, the explanation of something in particular.) |

| |5. Completion |Typed final essay either printed or |The essay fits the “Meets Expectations” |Students make the necessary adjustments to their essays based on their review and the|

|Day 17 |Ability to submit a final essay |submitted digitally through a file |category in the rubric for the |peer evaluation. |

| |that meets expectations according|sharing app of the teacher’s |writing/teaching task. |Students type their final draft. |

| |to the assigned rubric. |preference. | | |

| |Ability to type essay into | | | |

| |appropriate word document. | | | |

Materials, references and supports

|Texts |TEACHEr / STuDENT SUPPORTS |

|Materials were provided by HERC (Holocaust Education Resource Counsel) teacher workshops. |Writer’s Notebook |

|For more information visit: . Free workshops with stipends are |Cornel Notes organizer |

|available. |Word detective graphic organizer |

|Historical context |Mind map instructions |

|Holocaust Time Line overview |Document analysis sheet |

|Strom, M.S. Facing history and ourselves: Holocaust and human Behavior. 1994. Brookline, |Noodle Tools |

|Massachusetts: Facing History and Ourselves. |Socratic Seminar Peer Evaluation |

|Reading 8: Belonging. Page 233. |Writing Outline Graphic Organizer (pgs. 13-14) |

|Description: A collection of three experiences of children who lived during Nazi Germany. |Traffic Light Writing Strategy Poster |

|Hitler Youth |Peer Review Questions for assessing writing (from UW-Madison) |

|Children of Jehovah Witness | |

|Jewish children in school | |

| | |

|Holocaust Experience | |

|Diary of Anne Frank (play) by Frances Goodrich and Albert Hackett. | |

|I never saw another butterfly: Children’s Drawings and Poems from Terezin Concentration | |

|Camp, 1942-1944 | |

|Holocaust Education Resource Council: Holocaust Survivor Interviews | |

|Lisl Bogart | |

|Rita Hofrichter | |

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