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OVERVIEW

I. CONTENT: (Why is this unit important? What are the essential concepts in this unit?) II. PROCESS: (How are the thinking skills developed?) III. PRODUCT: (What will kids do/know as a result of this unit?)

Unit Overview: Alignment with National / State / District Pupil Performance Standards

Overarching Benchmarks / Standards / Goals for COMPLETE unit of study: Benchmark 1: Standard A: Standard B: Benchmark 2: Standard A: Standard B: Benchmark 3: Standard A: Standard B: Benchmark 4: Standard A: Standard B: Go to www.rogertaylor.com to download the complete curriculum writing template; Look under Resources for this template and for your state’s grade-by-grade content standards

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OVERVIEW

I. CONTENT: Students will read “The Diary of Anne Frank.” As students work through the dramatic play they will gain an understanding of the life and times of Anne Frank and the Holocaust. They will learn about man's inhumanity to man, and they will experience a whole range of emotions: fascination, doubt, shock, anger and then horror. Students will think reflectively about the past events and experiences of those read about and apply lessons to their current lives and situations. Hopefully, the students will learn the lessons of history, learn about themselves, and learn to make sound moral choices (character development). In addition to these reasons, World War II and the study of history are part of eighth grade social studies curriculum as is Anne Frank a part of eighth grade English curriculum. This unit has been created to provide an in-depth understanding of this horrific era and discover lessons that can be applied to our current lives and situations. II. PROCESS: Students will be engaged in activities utilizing the 8 intelligences. Lessons will utilize a wide variety of sources including literary, auditory and visual. A particular emphasis on critical and creative thinking skills will be developed through various activities. III. PRODUCT: Students will know the economic and political forces that contributed to the events of this era: 1930 – 1945. This background knowledge will provide a basis for understanding how the Holocaust occurred and what people like Anne Frank endured. The students will then be able to utilize higher thinking skills to apply this knowledge to their current lives and situations.

Unit Overview: Alignment with National / State / District Pupil Performance Standards

Overarching Benchmarks / Standards / Goals for COMPLETE unit of study: Benchmark 1: Identify the main idea and differentiate that from supporting evidence or details (2.6.3). Students will be able to identify major ideas about the Holocaust and supporting details. Students will be able to identify and discuss the economic and political forces that helped foster the holocaust. Benchmark 2: Students will be able to think reflectively and critically about historical events and contexts and increase understanding of moral and ethical obligations to humanity. Students will be able to apply information from the unit to their current lives and situations. Benchmark 3: Make supported inferences or predictions about characters’ motives and consequences of actions (3.8.2). Explain an author’s view related to a historical/cultural context (3.8.3). Benchmark 4: Write responses to literature that demonstrate an understanding of the text and use evidence from the text in support (5.8.4). Provide specific evidence in support of an opinion (10.8.2).

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INDEPENDENT RESEARCH PROJECTS FOR GIFTED AND TALENTED STUDENTS

State each research project with an investigative focus and a "hands–on" product to show research outcome. (If writing curriculum for inclusion, design one I-Search project for Gifted and Talented learners and a concrete operational project for special learners or Students on IEPs.) 1. PARADOXES:

Common notion not necessarily true in fact. Self-contradictory statement or observation.

2. ATTRIBUTES: Inherent properties. Conventional symbols or identities. Ascribing qualities 3. ANALOGIES: Situations of likeness. Similarities between things. Comparing one thing to another. 4. DISCREPANCIES: Gaps of limitations in knowledge. Missing links in information. What is not known. 5. PROVOCATIVE QUESTIONS: Inquiry to bring forth meaning. Incite knowledge exploration. Summons to discovering new knowledge. 6. EXAMPLES OF CHANGE: Demonstrate the dynamics of things. Provide opportunities for making alterations, modifications, or

substitutions. 7-18 will be found in the writing template as per page 2.

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A Dance/A Letter/ A Lesson Advertisement Animated Movie Annotated Bibliography Art Gallery Block Picture Story Bulletin Board Bumper Sticker Chart Choral Reading Clay Sculpture Code Collage Collection Comic Strip Computer Program Costumes Crossword Puzzle Database Debate Demonstration Detailed Illustration Diorama Diary Display Edibles Editorial Essay Etching Experiment Fact Tile Fairy Tale Family Tree Fiction Story Film Filmstrip Flip Book Game Graph Hidden Picture Illustrated Story Interview Jingle Joke Book Journal Labeled Diagram Large Scale Drawing Learning Center Letter to the Editor Map with Legend Mazes Mural Museum Exhibit Musical Instruments Needlework Newspaper Story Non-Fiction

Oral Defense Oral Report Painting Pamphlet Pantomime Papier Mache Petition Photo Essay Pictures Picture Story for Children Plaster of Paris Model Play Poetry Political Cartoon Pop-Up Book Postage Stamp, Commemoratives Press Conference Project Cube Prototype Puppet Puppet Show Puzzle Rap Radio Program Rebus Story Recipe Riddle Role Play Science Fiction Story Sculpture Skit Slide Show Slogan Soliloquy Song Sound Story Telling-Tall Tales Survey Tapes–Audio–Video Television Program Timeline Transparencies Travel Brochure Venn Diagram Web Home Page Working Hypothesis Write a new law Video Film

PRODUCTS

I–SEARCH INDEPENDENT RESEARCH PROJECTS

FOR GIFTED AND TALENTED STUDENTS 1. PARADOXES: Is "military intelligence" an oxymoron? Why or why not? View films portraying soldiers from as many wars as you can find. Use clips in chronological order that support your conclusion to make a video film. The assumption is that the Holocaust was only a Jewish tragedy when, in fact, it was a global concern. Develop a chart that would illustrate how other regions of the world were also affected by the Holocaust. 2. ATTRIBUTES: The Yellow Star of David and the Swastika were significant symbols of the Nazi movement and WWII. Prepare a speech from the point of view of becoming the symbol and describe your personal qualities, perspective and identity. 3. ANALOGIES: People living within the same culture tend to dress the same; however, there are similarities in dress throughout the ages. Create a power point presentation depicting similarities between Jewish and American and German clothing and fashion trends. As the Jewish people fled and hid, the number of personal possessions they were able to keep diminished. Find out what was most precious to them and make a collection of items of yours that would be as small and as important as theirs. Be prepared to explain the connection between their objects and yours. 4. DISCREPANCIES: The Germans conducted many scientific research experiments on the Jewish population during the Holocaust. It appears that did not reflect on the world wide outcry and outrage that would result from their actions. Create a political cartoon depicting either the German’s defense of their action, the world’s reaction, or the German’s naivety. 5. PROVOCATIVE QUESTIONS: The Germans lived in a communist state. How would their lives today be different if Nazi Germany had been a democracy? Write a report telling how the German approach to the war and the oppression of the Jewish people would have been altered. 6. EXAMPLES OF CHANGE: The end of WWII brought about sudden change to Nazi Germany. Create a comic strip illustrating how those changes affected Germany. Research the role of women in German Jewish society and in German Nazi society. Using contemporary photos create a filmstrip that compares and contrasts those roles. Include a title frame and concluding frame that shows your picture sources. 7. EXAMPLES OF HABIT: View a clip of the “I am Sixteen Going on Seventeen” musical performance from the Sound of Music. Retell the process that a young man might go through in transitioning to being a member of the Third Reich. 8. ORGANIZED RANDOM SEARCH: Make a chronological schedule of your daily activities. Then, using the same chronology, develop a schedule for a Jewish teenager in the Warsaw Ghetto, a teenage Hitler Youth member, and an American teenager of the late 1930's. 9. SKILLS OF SEARCH: Trains were used for transporting Jews during the Holocaust. This was clearly an unconventional way to utilize this transportation technology. The railroad was originally constructed in order to provide for transportation by train, which was once the major source of transportation. Research to determine some other uses of the train.

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10. TOLERANCE FOR AMBIGUITY: Many Americans feel that the Holocaust would never have happened had we known what was going on. And yet, daily, we hear about hate crimes. Debate in teams this discrepancy. 11. INTUITIVE EXPRESSION: Write a five senses poem about life in a concentration camp. 12. ADJUSTMENT TO DEVELOPMENT: Most of the defendants of the Nuremberg Trials stated that they were only following instructions from their superiors. Create a summation pretending you are an attorney, an interrogator, or a priest. Write the script and questions you would ask and the Nazi officer’s replies. 13. STUDY CREATIVE PEOPLE AND PROCESS: Study the art work of Adolf Hitler. Write a critique of his work. (Provide this critique of Hitler before the Nazi movement as this is when he was an artist.) Develop a museum exhibit that contains artifacts of creative people that lived during the Holocaust. Along with the artifacts, students should show the processes that lead to development of their creations. For example: what are the traits of these people, were they problem solvers, inventors, etc. 14. EVALUATE SITUATIONS: Research extremist groups in the United States: their beliefs, members, locations, membership, and methods of recruitment. Write a newspaper editorial warning Americans about one of these groups. Include the ramifications of that group becoming a ruling power in the United States. During the 1930’s the Jewish population endured a horrific time. As a people, they often made the best of their situation. In fact, it was during this time that creative genius flourished. Produce a video of setbacks and triumphs of the Jews during this time period. 15. CREATIVE READING SKILL: Have students read excerpts from Hitler’s Mein Kampf as well as excerpts from “The Diary of Anne Frank.” Make a Venn diagram paralleling these two authors and their books focusing on the major historical events. 16. CREATIVE LISTENING SKILL: Listen to excerpts from the Anne Frank diary. Rewrite and modify her diary entries to fit modern times. 17. CREATIVE WRITING SKILL: Listen to teacher readings from the section of the book, Mein Kampf, about racial crossing and its effect on human nature. (Volume 1, Chapter 11) Write a political rally speech contrasting Hitler’s opinions and platform on the issue. 18. VISUALIZATION SKILL: Share artwork and clips depicting the Holocaust and life in the concentration camps. In teams, create a puppet show depicting the daily life of a concentration camp detainee.

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ACADEMIC / CRITICAL THINKING SKILLS ANALYZING HUMAN ACTIVITIES! (AHA!)

©Dr. T. Roger Taylor STATE STANDARD # STUDENTS WILL BE ABLE TO . ESSENTIAL QUESTION: How does the Universal Theme of Producing, Exchanging and Distributing create mastery learning of essential concepts in this unit? State the essential concept(s) that this specific lesson will teach. ESSENTIAL QUESTION: 1. PRODUCING, EXCHANGING, AND DISTRIBUTING [ECONOMICS] Textbook or Database: KNOWLEDGE: Defines, describes, identifies, labels, lists, matches, names, outlines, reproduces, selects, states. (Include ANCHORING ACTIVITY / ANTICIPATORY SET, at least 2 “for examples”) Anchoring Activity / Anticipatory Set: Students will: Formative Assessment: COMPREHENSION: Converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, infers, paraphrases, predicts, rewrites, summarizes. (Include “for examples”) Short-term / Cumulative Assessment: APPLICATION: Changes, computes, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses. (Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT) Anchoring Activity / Anticipatory Set: Students will create a (class / team product): Formative Assessment / Rubric for Product: Multicultural and/or ESL and/or Bilingual Link: Mathematics/Science Link and/or Humanities Link: School-to-Career/Tech Prep Link: HIGHER ORDER THINKING SKILLS (H.O.T.S.): Paradoxes, Attributes, Analogies, Discrepancies, Provocative Questions, Examples of Change, Examples of Habit, Organized Random Search, Skills of Search, Tolerance for Ambiguity, Intuitive Expression, Adjustment to Development, Study Creative People and Process, Evaluate Situations, Creative Reading Skill, Creative Listening Skill, Creative Writing Skill, Visualization Skill. (Include ANCHORING ACTIVITY / ANTICIPATORY SET, and at least one IN-CLASS TEAM PRODUCT) Anchoring Activity / Anticipatory Set: Students will: Class/team/individual product: Summative Assessment: INDIVIDUAL JOURNAL ASSIGNMENT: HOMELINK:

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ACADEMIC / CRITICAL THINKING SKILLS ANALYZING HUMAN ACTIVITIES! (AHA!)

STATE STANDARD # 8.4.10 STUDENTS WILL BE ABLE TO list, describe and discuss economic and political forces that helped support the Holocaust. ESSENTIAL QUESTION: How does the Universal Theme of Producing, Exchanging and Distributing create mastery learning of essential concepts in this unit? State the essential concept(s) that this specific lesson will teach. What are the economic forces that helped support the Holocaust? What are the political forces that helped support the Holocaust? Can I describe to my group how these conditions worked to shape the Holocaust? 1. PRODUCING, EXCHANGING, AND DISTRIBUTING [ECONOMICS] Textbook or Database: 8th Grade History Textbook KNOWLEDGE: Anticipatory Set: 1. Listen to song: “Brother Can You Spare a Dime.” 2. Listen to song: “Ain’t Got No Money.” 3. Video: Swing Kids: Show pre-war Nazi Germany; discuss the conditions leading up to support of Hitler’s views and the Holocaust. Students will: 1. List economic factors that led up/supported the holocaust. 2. List political factors that led up/supported the holocaust. COMPREHENSION: Students will discuss in groups the economic and political forces that helped shape/forced the holocaust and give examples. APPLICATION: Anticipatory Set: 1. Scenes from Schindler’s List, showing examples of discrimination. 2. Anne Frank documentary: shows real film videos of discrimination songs, etc. 3. Video clips and recordings of Hitler speeches (provide translations). Share with students that Hitler was democratically elected to office. Why were people supporting his views? Students will create a (class / team product): 1. Students will create a chart showing discrimination levels against Jews and other minority groups. How did these levels progress? What other groups were discriminated against? 2. Students will relate discrimination factors to the economic and political forces discussed earlier that helped shape/support the Holocaust. Multicultural and/or ESL and/or Bilingual Link: 1. Connections with Eva Peron, her ability to rise from nothing to a huge political power. Mathematics/Science Link and/or Humanities Link: Graph economic factors in Germany. Show “depression” factors of economic hardships (unemployment rates, etc.). Have students gather examples of posters, political speeches, etc. of influential leaders, political propaganda. Have students brainstorm influential leaders in history. School-to-Career/Tech Prep Link: Show connection to politics and finance careers. HIGHER ORDER THINKING SKILLS (H.O.T.S.): Anticipatory Set: 1. Video: Scene from movie: Crash. When the woman who was robbed is having her locks changed by a Hispanic locksmith and she judges him based on his looks that he will be selling her key to “his homies”. She tells her husband she wants the locks changed again in the morning because of her stereotyping.

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2. Pictures of billboards in Vegas showing anti-immigration decrees. 3. Song: Mac Davis: “In the Ghetto.” Students will: 1. Compare discrimination today with events from Nazi Germany. 2. Students will identify factors of “ghetto” living and explain what life is like living in one. Class/team/individual product: 1. Students will write letters, diary entries about living in “ghettos.” 2. Students will write letters, as if residents of Germany, to friends in other countries describing the changing conditions there. INDIVIDUAL JOURNAL ASSIGNMENT: Students will write about their experiences with discrimination. Have they witnessed discrimination? Have they been discriminated against? HOMELINK: Ask students to discuss discrimination with their parents? What thoughts and examples can they offer? Students will share these stories with the class. STATE STANDARD # (2.6.3) STUDENTS WILL BE ABLE TO Identify the main idea and differentiate that from supporting evidence or details (2.6.3). Students will be able to identify major ideas about the Holocaust and supporting details. Students will be able to identify and discuss the economic and political forces that helped foster the holocaust. ESSENTIAL QUESTION: How does the Universal Theme of Transportation create mastery learning of essential concepts in this unit? State the essential concept(s) that this specific lesson will teach. 1. How was transportation used by the Nazi party to discriminate and exterminate the Jewish population? 2. How was transportation used by the Jewish population to “save” individuals and avoid discrimination? 3. What transportation was used in WWII? 2. TRANSPORTATION Textbook or Database: 8th Grade History Textbook. Exerts from Night by Ellie Weisel. Excerpts from “Anne Frank: The Diary of a Young Girl” showing her entries that discuss the privileges she lost. KNOWLEDGE: 1. Students will list examples of transportation privileges that were taken away from Jews. Anticipatory Set: 1. Listen to a voice recording of Anne Frank’s diary entry talking about not being able to ride the bus, having her bike taken away, etc. 2. Show WWII documentaries of air raids and bomber planes. 3. Show clips from video: “The Kinder Transport.” (Shows how parents put their kids on trains to get them away from Nazi power). Students will: 1. Students will list transportation privileges taken away from Jews in Nazi Germany. 2. Students will be able to describe the planes used during WWII. 4. Students will be able to describe measures Jewish parents used in an attempt to “save” their children. What transportation methods did they use to get their children to safety? COMPREHENSION: 1. Students will give examples of how transportation was used during WWII and/or during the Holocaust. 2. Defend (as if a German Nazi Officer) the use of trains to transport people. Also, defend the opposite point of view. Could this be considered inhumane?

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APPLICATION: Students will relate the phrase “Packed like Sardines” to the transportation of Jews in the train cars to concentration camps. Anticipatory Set: Clips from “Schindler’s List” showing crowded transportation of Jews in the train cars. Students will create a (class / team product): Students will tape a “boxcar” on the floor of the room and we will place the entire class inside of it. Before the activity, students will predict how many will fit “comfortably.” Multicultural and/or ESL and/or Bilingual Link: Crossing the border issues from Mexico into the United States. Shows pictures of signs used in places like San Diego. Mathematics/Science Link and/or Humanities Link: 1. The science and history of planes. Students can prepare a timeline showing how planes have changed over time (From Wilber and Orville to current day). In addition, showing the current power and propulsion of planes emphasizing the energy and resources planes require to fly. Show a video of 9/11 illustrating the destructive power of transportation. 2. Map the railroad trips across Europe used to transport Jews to concentration camps. School-to-Career/Tech Prep Link: Show connections to careers in aviation, train engineering, etc. HIGHER ORDER THINKING SKILLS (H.O.T.S.): Anticipatory set: 1. Video clip of the launching of the Endeavor (NASA Space Travel). (benefit) 2. Video clip of 9/11 planes crashing into the World Trade Center. (negative) 3. Show clips of recreational train and plane trips. Students will: 1. Students will differentiate and diagram positive and negative uses of transportation in WWII and the Holocaust. Students will compile historical examples of good (positive) and bad (negative) uses of transportation. 2. Use a Venn diagram to compare how trains were used during the Holocaust to how trains are used today. Use a Venn diagram to compare how planes are used during war versus during times of peace. Class/team/individual product: 1. Have students prepare a debate surrounding the issue of airline pilots having guns in the cockpit. 2. Have students design a “safe” cockpit/commercial airline plane. 3. Students can create travel brochures. INDIVIDUAL JOURNAL ASSIGNMENT: Have students write how they think traveling as a “passenger” on the train going to a concentration camp was like. HOMELINK: Have students ask parents, family and friends to share the best and worst transportation experiences and/or memories. How do these compare the positives and negatives we discussed in class? STATE STANDARD # 1.4 (History Standards) (1.8.5) STUDENTS WILL BE ABLE TO identify speakers main idea and supporting evidence. Students will also be able to identify effective presentation techniques and put these techniques into practice. Students will analyze idioms to infer meaning (1.8.5). ESSENTIAL QUESTION: How does the Universal Theme of Communications create mastery learning of essential concepts in this unit? State the essential concept(s) that this specific lesson will teach. What were the main ideas and supporting ideas surrounding Hitler’s platform and speeches? What are effective presentation/public speaking techniques? Can I write and describe effective presentation techniques to my group. 3. COMMUNICATIONS Textbook or Database: 8th Grade History Textbook. Elements of Language resources related to communication skills and presentations. KNOWLEDGE: Anticipatory Set:

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1. Video clips of speeches by Hitler. 2. Video clip of “I Have a Dream” by Martin Luther King. 3. Overheads of presentations skills from English resources. 4. Scene from “Jacob the Liar” when they are listening to Hitler on the radio. 5. Clip from “Hart’s War” when the American officers are listening to the BBC. Students will: 1. Students will be able to list effective presentation and public speaking skills. 2. Students will listen to speeches and public presentations and identify the main ideas and supporting ideas. 3. Students will be able to list how communication technology was used during WWII and the Holocaust to distribute information and communicate. 4. Students will be able to distinguish between fact and opinion. COMPREHENSION: 1. Have students listen to a speech and summarize the main points. 2. Give examples of famous speeches from history or that helped shape movements. 3. Students will be able to distinguish between fact and opinion by brainstorming examples of each. APPLICATION: Students will prepare persuasive writing and/or public speaking utilizing effective presentation/public speaking skills. Students will demonstrate effective presentation skills. Anticipatory Set: 1. Show clips of dynamic and compelling commercials. 2. Show clips of presidential debates. Students will create a (class / team product): 1. Students will write a persuasive presentation on selling products (create a commercial). 2. Students will create an opening speech for a debate topic. Multicultural and/or ESL and/or Bilingual Link: IDIOMS. Students will be exposed to common and interesting idioms used for communication. How can not knowing what these idioms mean decrease communication? How can the utilization of idioms increase communication? Mathematics/Science Link and/or Humanities Link: Communication technology. The use of radio, telegrams, computers, television, telephones, etc. in the facilitation of communication. Students will create a chart of different communication uses for these various technologies. 1. Students will create a timeline of communication advances and discoveries. School-to-Career/Tech Prep Link: 1. Discuss connection to careers in communication services. 2. Discuss computers and their role in society. HIGHER ORDER THINKING SKILLS (H.O.T.S.): Students will watch clips from “Jacob the Liar” when the Jews are listening to the BBC (illegally) and they will also watch clips from “Hart’s War” when the American officers are listening to the BBC (illegally). Students will then compare the thoughts and feelings of these two groups as they listen to the radio communication. Anticipatory set: 1. Video clip from “Jacob the Liar.” 2. Video clip from “Hart’s War.” 3. News clips Students will: 1. Students will compare the thoughts and feelings of two different groups of people listening to the same communication. 2. Explain propaganda techniques utilized in the news clips (presentation skills, etc.) Class/team/individual product: Find, research, and create a news report on an issue at the school.

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INDIVIDUAL JOURNAL ASSIGNMENT: How do you feel when you are denied access to communication? For example, how do you feel when your parents take the phone away from you? HOMELINK: Students will ask their parents and grandparents what communication technology that exists today did not exist when they were young. Students will share their discoveries in class. STATE STANDARD # (3.8.2) STUDENTS WILL BE ABLE TO Make supported inferences or predictions about characters’ motives and consequences of actions (3.8.2). ESSENTIAL QUESTION: How does the Universal Theme of Protecting and Conserving create mastery learning of essential concepts in this unit? State the essential concept(s) that this specific lesson will teach. 4. PROTECTING AND CONSERVING Textbook or Database: “The Diary of Anne Frank:” the dramatic play version. KNOWLEDGE: Students will define the need to protect culture and heritage in changing diversity and society. Students will be able to discuss examples and state opinions about the issue. Anticipatory Set: 1. Video clip of the Hanukkah scene from “The Diary of Anne Frank.” 2. Video clip from “Fiddler’s Roof.” Students will: 1. Students will define the need to protect culture and heritage in changing diversity and society. 2. Students will be able to discuss examples and state opinions about the issue. COMPREHENSION: Students will defend German policy of not allowing celebration of Jewish Holiday. Students will defend the right and need to protect religious, cultural freedoms. APPLICATION: Students will produce a cookbook showing family traditions and cultures. Anticipatory Set: Examples of recipes showing cultural diversity and family traditions. Students will create a (class / team product): 1. Teams will create a cookbook of their family recipes collected as part of the homelink. Students will then combine group cookbooks and create one large one for the class. 2. Students will prepare a research presentation of a different culture other than their own. (Culture project). Multicultural and/or ESL and/or Bilingual Link: 1. Culture project. Relating cultural diversity and acceptance to our daily lives. 2. Students will discuss the struggle to maintain and protect their traditions now that they are in the U.S. How receptive do they consider society here to respecting their culture? How receptive do they consider the schools? Mathematics/Science Link and/or Humanities Link: Discussion of measurements used in cooking and with grocery items. School-to-Career/Tech Prep Link: Discuss connections to school counselors, teaching, translators, etc. HIGHER ORDER THINKING SKILLS (H.O.T.S.): Students will compare Jewish holidays and traditions to their own and others. Students will create a Venn diagram.

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Anticipatory set: 1. Video clip from “Diary of Anne Frank.” 2. Video clip from “Fiddler on the Roof.” Students will: 1. Students will compare Jewish holidays and traditions to their own and others. Students will create a Venn diagram. 2. Students will be able to identify components of acceptance. Class/team/individual product: 1. Students will create artifacts representing their culture/heritage and bring them in to share with the class. 2. Students will plan a “Culture Awareness Day” and activities to promote acceptance and diversity. INDIVIDUAL JOURNAL ASSIGNMENT: Why is culture and heritage important to people? Why is religion so important to people? Discuss how your family traditions and/or religion impact you. HOMELINK: Students will ask their parents and/or grandparents for a home recipe that closely is connected to their culture. Students will share these with their groups to assist with the team and individual product. STATE STANDARD # 6.9.2 STUDENTS WILL BE ABLE TO Students will be able to think reflectively and critically about historical events and contexts and increase understanding of moral and ethical obligations to humanity. Students will be able to apply information from the unit to their current lives and situations. ESSENTIAL QUESTION: How does the Universal Theme of Providing Education create mastery learning of essential concepts in this unit? State the essential concept(s) that this specific lesson will teach. Can I describe Hitler’s philosophy of education? Can I list aspects Hitler felt were important to learning? Can I verbalize to my group my thoughts about his educational philosophy and compare how it relates to our current educational style and format. 5. PROVIDING EDUCATION Textbook or Database: 8th Grade History textbook, Read aloud from Nazi book of Education in Third Reich, Time Life Series. KNOWLEDGE: Students will explore the teaching and philosophy of Hitler and compare his educational beliefs and politics to our educational system. Anticipatory Set: Video: “I was a Member of Hitler’s Youth. Students will: 1. Students will identify at least three aspects of education Hitler wanted youths to learn. 2. Students will state their opinion about how acceptable these concepts are compared to U.S. standards and society. COMPREHENSION: Students will debate and defend each side of the Hitler education system. One set of students will support the theory of education while the other will oppose it. APPLICATION: Students will prepare their own philosophy of education and required components of learning. Anticipatory Set: Song: “You’ve Got to be Taught.” Students will create a (class / team product): Students will create their own philosophy of education. Students will list 15 important aspects of education and things students should be required to learn.

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Multicultural and/or ESL and/or Bilingual Link: Students will compare and contrast education from Mexico. How is it the same as ours? As Hitler’s? How is it different? Mathematics/Science Link and/or Humanities Link: 1. Discuss education in other countries. 2. Discuss important educational movements and philosophy. HIGHER ORDER THINKING SKILLS (H.O.T.S.): Ethics and education is becoming increasingly important in schools today. Students will discuss the need for the teaching of morality and character development in schools. Students will justify this need and provide evidence and support for schools to include this aspect as part of their educational philosophy. Anticipatory set: 1. Song: Pink Floyd’s “We Don’t Need No Education.” 2. Excerpts from “The Rise and Fall of the American Teenager.” Students will: 1. Students will infer the importance of education. Do we need to have systematic learning for children? Are schools necessary? 2. Students will discuss and identify the need for education and character development. 3. Students will justify this need and provide evidence and support for schools to include this aspect as part of their educational philosophy. Class/team/individual product: Students will create a speech to the community justifying the need to include character development teaching lessons in school educational curriculum. INDIVIDUAL JOURNAL ASSIGNMENT: Do you feel public school promotes tolerance or prejudice? Why? Can we make any connection with these changes to education? To school? HOMELINK: Talk with parents; ask how tolerance has changed since they were kids. STATE STANDARD # (3.8.3) (5.8.4) (10.8.2) STUDENTS WILL BE ABLE TO Make supported inferences or predictions about characters’ motives and consequences of actions (3.8.2). Explain an author’s view related to an historical/cultural context (3.8.3). Write responses to literature that demonstrate an understanding of the text and use evidence from the text in support (5.8.4). Provide specific evidence in support of an opinion (10.8.2) ESSENTIAL QUESTION: How does the Universal Theme of Making and Using Tools and/or Technology create mastery learning of essential concepts in this unit? State the essential concept(s) that this specific lesson will teach. Can I describe the role of technology and phone communication on the life of Anne Frank? Can I describe how technology and phone communication has changed over time? Can I describe the role of technology and list ways it can be both beneficial and harmful? Can I write about and create projects that show how technology can help/hinder people and society. 6. MAKING AND USING TOOLS AND/OR TECHNOLOGY Textbook or Database: “The Diary of Anne Frank” KNOWLEDGE: Students will explore technology as a benefit and as a hindrance. Students will define how it can be used for both and list examples. Students describe how technology has changed over time. Anticipatory Set: 1. Video clip from “The Diary of Anne Frank;” scene of phone ringing and ringing and they can’t answer it.

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Students will: 1. Students will explore technology (ex. Phone) and its advances over time compared to then and now. 2. Students will describe the role of technology and how it can help or hinder people (the safety of the family in the attic). 3. Students will define how it can be used for both and list examples. 4. Students describe how technology has changed over time. COMPREHENSION: 1. Students will explain and infer how members of the annex felt when the phone was ringing and not being able to answer it. 2. Students can predict how they would react and how people they know would react. APPLICATION: 1. Students will compare and contrast how phones have changed over time. Students will relate how they are different from Anne Frank’s time. 2. Students will discover translating devices that assist with being able to communicate via phone devices with people from other cultures and languages. Anticipatory Set: 1. Video Clip: UN scene from Superman 4 where international translation is used. 2. Video clip: Trial scene from Star Trek Voyage Home where character uses universal translators. Students will create a (class / team product): Students will create a technology device (phone/communication) that would have helped Anne and her family and possible saved them. Multicultural and/or ESL and/or Bilingual Link: 1. Different languages and forms of communication. Students can hear different languages from around the world. Students can explore different forms of communicating across borders (phone, email, IM, video conference, etc.). 2. Students can compare and contrast differences in languages and communication styles among cultures. Mathematics/Science Link and/or Humanities Link: 1. Sound waves 2. Inventions: phone technology School-to-Career/Tech Prep Link: Discuss careers in phone communication: tell phone operator, telephone companies, cell phone sales, etc. HIGHER ORDER THINKING SKILLS (H.O.T.S.): Anticipatory set: 1. Sound recording of a 911 call that shows assistance with helping people and saving them. 2. Radio commercial: ONSTAR technology that showcases stranded drivers getting rescued. Students will: Students will identify technology and phone communication devices that help/hinder people and society. Class/team/individual product: 1. Brainstorm how modern technology would have influenced or changed Anne and her family’s situation. Would anything have helped? Would anything make it worse? How and Why? Create a dramatic scene to show the changes you feel would occur. 2. Brainstorm and create a new form of technology and demonstrate how it will change the world and life as we know it. INDIVIDUAL JOURNAL ASSIGNMENT: Write about a time when technology (phone) has helped you or someone you know. HOMELINK: Make a list of communication and technology devices you have in your home or own. Students will share these with class and compare them to technology that was available during Anne Frank’s time.

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STATE STANDARD # (3.8.2) (3.8.3) STUDENTS WILL BE ABLE TO Make supported inferences or predictions about characters’ motives and consequences of actions (3.8.2). Explain an author’s view related to an historical/cultural context (3.8.3). ESSENTIAL QUESTION: How does the Universal Theme of Providing Recreation create mastery learning of essential concepts in this unit? State the essential concept(s) that this specific lesson will teach. Can I name recreational activities that Anne Frank and Jews had to give up during the Nazi movement? Can I describe how these characters felt and how people in this era felt with the loss of these recreational activities? Can I relate and verbalize how people were affected by this and compare how people today would feel? 7. PROVIDING RECREATION Textbook or Database: “The Diary of Anne Frank” KNOWLEDGE: Anticipatory Set: 1. Read excerpts from Anne’s diary where she discusses what she had to give up, and how she could not do anything. Discuss the lost of games, toys, school, movies, and various other recreational activities. 2. Show documentary video of interview with Jewish woman discussing loss of privileges and signs posted outlawing Jewish participation in activities. Students will: Students will identify at least five recreational activities the Jewish community was restricted from participating in. COMPREHENSION: 1. Students will infer alternative activities Jewish people were able to do for recreational activities once so many things were taken away from them. 2. Students will extend their identification to specifically identify 5 activities (games, toys, etc.) that children could still enjoy for recreation. APPLICATION: Students will discover the effect of loss of recreational activities has on people. Students will reflect on how Jewish individuals were feeling. Anticipatory Set: Video Clip: “The Sound of Music.” --- My favorite Things. Students will create a (class / team product): Students will rewrite, modify and prepare a new version of the song to fit modern times and contemporary toys and games. Multicultural and/or ESL and/or Bilingual Link: 1. Students will share games and toys from other cultures (Mexico). 2. Students will share recreational activities common to their culture. Mathematics/Science Link and/or Humanities Link: 1. Students will explore common recreational activities by brainstorming all the events that people can participate in. 2. Musical instruments will be explored as a form of recreation. 3. Mathematics/music connection School-to-Career/Tech Prep Link: 1. Careers in recreational activities would be discussed. Park recreations, music, arts, etc. 2. Magnet schools programs and options will be introduced for students to consider. HIGHER ORDER THINKING SKILLS (H.O.T.S.): Anticipatory set: Video on toy making Students will:

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1. Students will diagram toys from the past to toys of today. 2. Students will create and invent a toy. They will generate a diagram of their plan and then build mock ups. Class/team/individual product: Creation of toy INDIVIDUAL JOURNAL ASSIGNMENT: Think about losing all your recreational activities and living in the Secret Annex for two years. How would you feel? What activities would you come up with to do? HOMELINK: Ask parents what recreational activities they participated in when they were young. Also, what common games, toys, activities are common to your family, culture. Students will share these with the class. STATE STANDARD # 5.8.1 STUDENTS WILL BE ABLE TO write informative papers (cause/effect) that develop a topic with introductory and concluding statements and supporting ideas. ESSENTIAL QUESTION: How does the Universal Theme of Organizing and Governing create mastery learning of essential concepts in this unit? State the essential concept(s) that this specific lesson will teach. 8. ORGANIZING AND GOVERNING Textbook or Database: news clip archives of 1936 Olympics and Nazi rally; Triumph of the Will by Leni Riefenstahl KNOWLEDGE: Anticipatory Set: Show news clips Students will: Students will interpret changes that the Nazi government implemented between 1933 and 1936 that specifically reflected a state endorsement of racism and discrimination. COMPREHENSION: Using a multi-flow thinking map, students will outline cause/effect of economics and ego centricity on the German people due to the Nazi propaganda. APPLICATION: Anticipatory Set: Song, “Shouldn’t Have Done That” by Depeche Mode Students will create a (class / team product): Students examine several reproductions of photographs and documents from the Olympics archives. The lesson introduces students to several of the themes that are prominent: racism and discrimination, propaganda, fair play, and decision making. Students will write a paper, based on their multi-flow maps and the information gained from the photographs and documents. Multicultural and/or ESL and/or Bilingual Link: Locate and identify, on a map, all the countries that participated in the 1936 Olympics. Mathematics/Science Link and/or Humanities Link: Research Olympic record times in at least 5 track and field events from the 1936 Olympics, and the most recent Olympics held. Compare and contrast times, and write an explanation stating at least 3 reasons why you think the record times are faster, slower, or stayed the same? School-to-Career/Tech Prep Link: What does it take to be a World Class Olympic athlete? HIGHER ORDER THINKING SKILLS (H.O.T.S.): Anticipatory set: Display and discuss Nazi propaganda posters. What makes them unique? Students will: Students will brainstorm what the world would be like if Nazis were still in power. Class/team/individual product: Create an Olympic poster for the 2006 Summer Olympics as if the Nazis were holding the event in Berlin, Germany. INDIVIDUAL JOURNAL ASSIGNMENT: If you were an athlete, would you have participated in the 1936 Olympics? Why or why not? HOMELINK:

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Discuss what you have learned with your family. Would they have supported/ participated in the 1936 Olympics?

STATE STANDARD # 4.12.6 STUDENTS WILL BE ABLE TO Students will be able to think reflectively and critically about historical events and contexts and increase understanding of moral and ethical obligations to humanity. Students will be able to apply information from the unit to their current lives and situations. ESSENTIAL QUESTION: How does the Universal Theme of Moral, Ethical and Spiritual Behavior create mastery learning of essential concepts in this unit? State the essential concept(s) that this specific lesson will teach. Can I describe the lasting effects of the Holocaust? Can I describe the moral implications and important lessons to be learned from the experience? Can I write about my thoughts about moral and ethical responsibilities to others? 9. MORAL, ETHICAL AND SPIRITUAL BEHAVIOR Textbook or Database: 8th grade history textbook (information surrounding devastation of the Holocaust). KNOWLEDGE: Students will explore the devastation of the Holocaust of the moral and ethical issues associated with the era. Anticipatory Set: 1. Documentary video on the death toll and tragedy of the Holocaust. 2. Video clips from “Life in Hiding.” (Shows the extreme efforts people had to make to save Jews from Hitler). Students will: 1. Students will list the moral and ethical issues/questions associated with this era, the Holocaust, Hitler and Nazism. 2. Students will state the role of moral and ethical development in the role of societal relationships. COMPREHENSION: 1. Students will infer how people felt as they watched Jews be transported away to concentration camps. 2. Students will explain why some individuals were willing to risk their lives to help hide Jews. APPLICATION: 1. Students will relate Hitler’s views to Jewish beliefs. How did they conflict? 2. Students will discover the role of morality and ethics in decision making. Anticipatory Set: 1. Show in writing and on video Hitler’s oath. 2. Show in writing a common Jewish prayer. Students will create a (class / team product): Students will modify a song and produce a new original rap illustrating the importance of character development relating to moral and ethical issues from the era. Multicultural and/or ESL and/or Bilingual Link: 1. Religious study. How do morals and religious beliefs influence how people behave and react to events? 2. Students can share religious beliefs of their religions. Mathematics/Science Link and/or Humanities Link: 1. Religions of the world. Students will explore a map showing the concentration of various religions across the world. In addition, various commandments/credos from various religions will be explored. 2. Students can examine excerpts from different religious texts. 3. Creation. Students will explore various creation theories. School-to-Career/Tech Prep Link: Careers in moral and ethical development will be explored. Psychology, law enforcement, law, counseling, religious leaders, etc.

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HIGHER ORDER THINKING SKILLS (H.O.T.S.): Anticipatory set: 1. Video clips from Schindler’s List showing the treatment of Jews. 2. Song: Give Peace a Chance by John Lennon Students will: 1. Students will point out lack of moral and ethical behavior and identify characters of it. 2. Students will relate this behavior to Anne Frank’s story. What level of discrimination occurs? 3. Students will compile examples of how discrimination shows itself in everyday life. 4. Students will generate ideas about peace, its importance and how to achieve it. Class/team/individual product: 1. Students will create a peace campaign. “Save the World” (posters, ad campaigns, etc.). 2. Students will create a protest against Hitler and his Nazi movement by creating artifacts that would be used at the protest and distributed (posters, flyers, etc.). 3. Students will examine the connection with the tile of the unit to this theme. Students will write a two minute summary of what they feel the title relates to the theme of moral and ethical issues. INDIVIDUAL JOURNAL ASSIGNMENT: What beliefs are important to you? How important to you think it is to act morally and ethically? What do you think the world would be like if morals and ethics were absent? HOMELINK: Students will ask parents to share three important moral, ethical beliefs they feel are important to pass down to their children. Students will share these three beliefs with the class. Example: Do unto others as you would like done to you. STATE STANDARD # (5.8.4) (10.8.2) STUDENTS WILL BE ABLE TO Write responses to literature that demonstrate an understanding of the text and use evidence from the text in support (5.8.4). Provide specific evidence in support of an opinion (10.8.2). ESSENTIAL QUESTION: How does the Universal Theme of Aesthetic Needs create mastery learning of essential concepts in this unit? State the essential concept(s) that this specific lesson will teach. 10. AESTHETIC NEEDS Textbook or Database: The Diary of Anne Frank KNOWLEDGE: Anticipatory Set: 1. Show the scene from Anne Frank, where Anne opens the box of photos and diary from her father. 2. Video Clip: Schindler’s List Students will: 1. Discuss with each other a time when they took an important item on a trip with them. 2. Students will examine the black and white film versus the introduction of the hues of red. What does the use of color symbolize and comment? COMPREHENSION: 1. Students will explain why it was important for Anne and family to have familiar items around them (Essay). 2. Infer the author/directors meaning behind the use of the color red. APPLICATION: Students will show that they do not need most of their prized positions by brainstorming a list of necessities that they would need to survive. Anticipatory Set: Show Peter and Anne’s discussion of why Peter removes the Star of David.

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Students will create a (class / team product): Students will create a symbol that represents their group and explain why it represents their group. Multicultural and/or ESL and/or Bilingual Link: Students will discuss and explain the pink triangle and how it relates to the Star of David. Mathematics/Science Link and/or Humanities Link: Students will label themselves with the symbols and will given various rules as to what they are allowed to do (discrimination game). School-to-Career/Tech Prep Link: Police, Military, lawyer, Social Worker HIGHER ORDER THINKING SKILLS (H.O.T.S.): Anticipatory set: Show scenes from documentaries and news footage from anti-discrimination rallies. Students will: Students will identify literary elements utilized to reflect a theme. Class/team/individual product: Students will develop a plan to end discrimination in schools. INDIVIDUAL JOURNAL ASSIGNMENT: Students will write about a time they felt discriminated against. HOMELINK: Students will interview family members about how discrimination has changed over the years. STATE STANDARD # 2.5.2 STUDENTS WILL BE ABLE TO think reflectively and critically about historical events and contexts and increase understanding of moral and ethical obligations to humanity. Students will be able to apply information from the unit to their current lives and situations. ESSENTIAL QUESTION: How does the discipline/sub-discipline of Music and Fine Arts relate to mastery learning of Anne Frank and the Holocaust? State the essential concept(s) that this specific lesson will teach. Can I define genocide? Can I describe the devastating effects of genocide? Can I infer and summarize moral and ethical relationships related to genocide? 11. MUSIC OR FINE ARTS Textbook or Database: None or previous materials utilized in the unit. KNOWLEDGE: Anticipatory Set: Song: Judas Priest – Genocide Students will: List phrases that may be historically correct. COMPREHENSION: 1. Students will debate genocide issues. 2. Students will debate population control. 3. Students will debate birth control/abortion. APPLICATION: Students will diagram a song and indicate how it applies to the Jewish dilemma. Anticipatory Set: 1. Song: Will the Circle Be Unbroken 2. Free to be You and Me Students will create a (class / team product): Students will create a rap/song about discrimination and/or acceptance. Multicultural and/or ESL and/or Bilingual Link: Investigate how rhythms vary in music from culture to culture. Songs from various cultures will be played in class. Mathematics/Science Link and/or Humanities Link: Investigate how rhythms vary in music from culture to culture. Songs from various cultures will be played in class. School-to-Career/Tech Prep Link: Discuss careers in music.

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HIGHER ORDER THINKING SKILLS (H.O.T.S.): Anticipatory set: 1. Video Clips from “Fiddler on the Roof” and “Yentl.” 2. Celebration song family sings after thief enters the building. Students will: Students will identify and justify how music helps people “cope” with problems in their lives. Class/team/individual product: Students will select songs they find comfort in and that help them “cope.” Students will then prepare presentations about how and why the songs comfort them. INDIVIDUAL JOURNAL ASSIGNMENT: What does music mean to you? What benefit does music provide for people? What is music used for in daily lives? HOMELINK: Students will ask parents and families about songs and music important or representative of their family and/or culture. Students will bring in the music to share in groups and/or with the class. STATE STANDARD # (5.8.4) (10.8.2) STUDENTS WILL BE ABLE TO Write responses to literature that demonstrate an understanding of the text and use evidence from the text in support (5.8.4). Provide specific evidence in support of an opinion (10.8.2). ESSENTIAL QUESTION: How does the discipline/sub-discipline of culture relate to mastery learning of Anne Frank and the Holocaust? State the essential concept(s) that this specific lesson will teach. Can I compare and contrast my culture with a different one? Can I identify aspects of culture appreciation? Can I write and prepare a presentation on culture awareness? 12. Culture Textbook or Database: ABC/Clio on-line CultureGrams on-line Various books on other cultures Encyclopedia Britannica KNOWLEDGE: Students will outline their group research project on a culture other than their own or America Anticipatory Set: Show video clips from National Geographic documentaries showcasing various cultures. Brainstorm a list of the students’ favorite foods, music, and activities Students will: Be able to identify the unit of currency, the form of government, the language, the religion, the music in America and in their own culture. COMPREHENSION: 1. Students will rewrite information they locate about their assigned culture into a research project and research paper. 2. Students will give examples of artifacts that represent their assigned culture. 3. Students will defend the need for cultural awareness. 4. Students will extend this presentation by including interactive artifacts such as food, music, or dance. APPLICATION: 1. Students will operate a computer and LCD projector to present their power point presentation to the class. 2. Students will demonstrate project delegation to prepare their final products. Anticipatory Set: Show students examples from previous years. Students will create a (class / team product): Students will create a poster/power point with the currency, population, religion, food, etc, of the culture that the group researched. Multicultural and/or ESL and/or Bilingual Link: The project itself is multicultural Mathematics/Science Link and/or Humanities Link: Convert assigned culture’s currency to US Dollar.

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School-to-Career/Tech Prep Link: Translators United Nations Ambassadors Bank Tellers Border Patrol Travel Agents Travel Industry HIGHER ORDER THINKING SKILLS (H.O.T.S.): Anticipatory set: Comparison of German and Jewish cultures using a Venn Diagram Students will: Compare and contrast your own culture with the one you just researched. Class/team/individual product: Present to the class the power point that you created with your group. INDIVIDUAL JOURNAL ASSIGNMENT: Write as if you were a teenager in another country besides America or the country (ies) where your relatives are from. Tell about your day. Describe the things you did today, what you ate, and what the news is saying about the leader of your country. HOMELINK: Ask parents about the culture of their relatives back through at least two generations STATE STANDARD # 5.1.9 STUDENTS WILL BE ABLE TO Name and identify countries, capitals, and main top9ographical features of each country on a map. ESSENTIAL QUESTION: How does the discipline/sub-discipline of Geography relate to mastery learning of Anne Frank and the Holocaust? State the essential concept(s) that this specific lesson will teach. Can I learn the names of the countries of Europe surrounding the area of Hitler’s Reich? Can I describe the geographical demographics of that region? Can I share with my group what living there would be like? 13. Geography Textbook or Database: 8th grade History textbook various books on European countries also atlases and maps KNOWLEDGE: Study of the geographical area of the world associated with Hitler regime. Anticipatory Set: 1. Brainstorm list of European countries. 2. Visual maps of the world. Students will: 1. Identify various European countries on the world map. 2. Identify Germany on the world map and proximity of the countries he conquered. COMPREHENSION: 1. Students will give examples of crops grown in the region, weather patterns, recreational activities based on climate and terrain, etc. 2. Students will estimate the area of land that fell under Hitler’s control at his peak of leadership. APPLICATION: Anticipatory Set: Picture inclusive of all the land Hitler conquered (pictured as one country). Students will create a (class / team product): Students will create a map of Europe. Students will show the various demographics of the countries on the map. Multicultural and/or ESL and/or Bilingual Link: (This entire project and activities is multicultural.) Mathematics/Science Link and/or Humanities Link: Track distances between countries, miles conquered, etc.

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School-to-Career/Tech Prep Link: UN Ambassadors, cartographers, careers in the military, HIGHER ORDER THINKING SKILLS (H.O.T.S.): Anticipatory set: Venn diagram presentation Students will: 1. Students will compare and contrast characteristics of the different European countries. 2. Students will compare maps of Europe then to maps of Europe now. Students will differentiate the changes. Class/team/individual product: Students will create a written report/presentation with visual overheads summarizing the changes in Europe over the years? Students will identify reasons why they believe these changes occurred and justify their beliefs. INDIVIDUAL JOURNAL ASSIGNMENT: What do you think it would be like to live in a different country? Do you have any that you think you would want to live in? HOMELINK: Ask parents to find out their history. What countries are your family members from? Have students share with the class. STATE STANDARD # 3.8.2, 3.8.3, 5.8.4, 10.8.2 STUDENTS WILL BE ABLE TO Make supported inferences or predictions about characters’ motives and consequences of actions (3.8.2). Explain an author’s view related to a historical/cultural context (3.8.3). Write responses to literature that demonstrate an understanding of the text and use evidence from the text in support (5.8.4). Provide specific evidence in support of an opinion (10.8.2). ESSENTIAL QUESTION: How does the discipline/sub-discipline of literature relate to mastery learning of Anne Frank and the Holocaust? State the essential concept(s) that this specific lesson will teach. Can I identify a literary text and tools used to provide literary perspective? Can I relate to a character in a literary text and make inferences about the character’s actions and beliefs? Can I write about my opinions and provide evidence to support them? 14. Literature Textbook or Database: Number the Stars by Lois Lowry KNOWLEDGE: Students will read the novel, discuss elements of the text, relate it to the unit and complete activities. Anticipatory Set: 1. Various video clips of people fleeing from danger, escaping, etc. 2. Anne Frank Remembered (DVD) Students will: 1. Students will read the novel. 2. Students will describe literary elements related to the text and describe how they contribute to the literary perspective. 3. Students will identify with characters and outline their characteristics. 4. Students will state information about the text and opinions about the text. COMPREHENSION: 1. Students will infer actions and beliefs about the character’s actions, feelings, and thoughts. 2. Students will predict future events within the novel. 3. Students will explain aspects of the text and give specific examples. 4. Students will summarize various elements of the text. APPLICATION: Anticipatory Set: Visual clips of stars in the sky. Students will create a (class / team product): 1. Students will create a “memorial” for the Holocaust. Students will create a visual representation as a tribute to those who suffered and died in the Holocaust.

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2. Students will prepare a presentation of their memorial and show it to the class. 3. Students will relate the novel to the theme of the unit. Multicultural and/or ESL and/or Bilingual Link: Students will explore other events and examples of genocide. Mathematics/Science Link and/or Humanities Link: Star gazing and astronomy School-to-Career/Tech Prep Link: Astronomers, scientists, historians, teachers HIGHER ORDER THINKING SKILLS (H.O.T.S.): Anticipatory set: 1. Past student examples of the project 2. Video clips of people escaping and feeling danger. 3. List of different ways Jews escaped from Nazis 4. Video clip: The Kinder Transport Students will: 1. Students will compile ideas of how to escape and flee from danger. 2. Students will relate ideas of escape to “escaping” from the Nazis. Class/team/individual product: Students will create presentation/project about a “new” way to escape and flee from danger. How would you find a way to save yourself from the Nazis? INDIVIDUAL JOURNAL ASSIGNMENT: Have you ever felt in danger? What did you do? HOMELINK: Have students to ask parents and families about times they had to “escape” and/or flee from danger. Students will share these stories with the class. STATE STANDARD # 3.8.2, 3.8.3, 5.8.4, 10.8.2 STUDENTS WILL BE ABLE TO Make supported inferences or predictions about characters’ motives and consequences of actions (3.8.2). Explain an author’s view related to a historical/cultural context (3.8.3). Write responses to literature that demonstrate an understanding of the text and use evidence from the text in support (5.8.4). Provide specific evidence in support of an opinion (10.8.2). ESSENTIAL QUESTION: How does the discipline/sub-discipline of Theatre relate to mastery learning of Anne Frank and the Holocaust? State the essential concept(s) that this specific lesson will teach. Can I identify a literary text and tools used to provide literary perspective? Can I relate to a character in a literary text and make inferences about the character’s actions and beliefs? Can I write about my opinions and provide evidence to support them? 15. Theatre Textbook or Database: 1. The Diary of Anne Frank (dramatic play version) 2. 8th grade English text 3. Anne Frank Remembered (DVD) KNOWLEDGE: Anticipatory Set: 1. Anne Frank Remembered (DVD) 2. Video Clips from the Diary of Anne Frank Students will: 1. Students will read the play together in class. 2. Students will describe literary elements related to the text and describe how they contribute to the literary perspective. 3. Students will identify with characters and outline their characteristics. 4. Students will state information about the text and opinions about the text.

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COMPREHENSION: 1. Students will infer actions and beliefs about the character’s actions, feelings, and thoughts. 2. Students will predict future events within the novel. 3. Students will explain aspects of the text and give specific examples. 4. Students will summarize various elements of the text. APPLICATION: Students will act out components of the play and “reconstruct” the events to fit modern times. Students will demonstrate knowledge of understanding the themes associated with the video clips presented and the unit in general. Anticipatory Set: 1. Video clips from Anne Frank 2. Five scenes will be selected that illustrate important aspects and themes of the play and unit. Students will create a (class / team product): 1. Students will prepare a summary of their assigned video clip and how describe how it relates to the themes of the unit. Multicultural and/or ESL and/or Bilingual Link: 1. Students will explore other events and examples of genocide. 2. Discuss Anne Frank’s quote: “We are not the only race that has been made to suffer.” Show examples of different cultures and races being discriminated against throughout history. Mathematics/Science Link and/or Humanities Link: Theatrical production School-to-Career/Tech Prep Link: Teachers, stage production, entertainment business, etc. HIGHER ORDER THINKING SKILLS (H.O.T.S.): Anticipatory set: 1. Anne Frank Remembered 2. Video Clips: The Diary of Anne Frank Students will: 1. Students will create a dramatic scene within a group and present it to the class. 2. Students will relate the events of The Diary of Anne Frank and the Holocaust to modern events and experiences. 3. Students will modify the concepts and create a “modern” version of the themes and lessons learned from the text and history. Class/team/individual product: The dramatic skit INDIVIDUAL JOURNAL ASSIGNMENT: What can we learn from Anne Frank and the Holocaust? What do we see in our daily lives that reminds us of the experiences of Anne Frank and others? HOMELINK: Have students ask parents about seeing things “live.” What events, activities have they seen on a stage or as dramatic entertainment? How does being there and seeing things reenacted in person feel? What is it like? Students will share these with the class. STATE STANDARD 6.8.1, 6.8.2, 4.8.3 STUDENTS WILL BE ABLE TO: Establish a purpose for writing after processing information from story, speech, and role-playing. ESSENTIAL QUESTION: How tolerant are we as a society? How tolerant am I as an individual? 16. Character Education/Tolerance Textbook or Database: The Sneetches by Dr. Seuss, KLVX video streaming of speech, “I Have a Dream” KNOWLEDGE:

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Anticipatory Set: Ask students to explain what makes people different from one another. Is it the way they look? The way they act? The things they like to do? The things they own? Give half the class star stickers and instruct them to put them on their foreheads. Ask if that star is enough to make them different. Ask if the students who have stars are happy and if the students who do not have stars are unhappy. Make sure they explain their opinions. Tell students that they are going to learn about treating people who are different from them with tolerance. Give stars to the rest of the class. Students will: describe people who would be considered strangers (i.e. people they don’t know, people that look different, people who don’t belong to their group). Ask students to explain why we must treat all with kindness. Make sure they state in their explanation that the Jews were prisoners of Nazi Germany, but guide students to think beyond that as well. COMPREHENSION: Tell students that you wonder something about the book and you hope the class can help you. Explain that you would like to know how things changed on the beaches after Sylvester McMonkey McBean left. Ask them to think of a scenario that could not have happened BEFORE McBean came, but may have happened AFTER McBean came. If they can’t, offer your own example: BEFORE McBean, Star-bellied Sneetches would have sat separately from Plain-bellied Sneetches on the school bus but AFTER they would have sat together. Allow a few volunteers to offer examples. APPLICATION: Anticipatory Set: Read The Sneetches, by Dr. Seuss. Ask students to explain why the Star-bellied Sneetches disliked the Plain-bellied Sneetches. Guide them to realize that their hatred was based simply on the way they looked and a desire to be superior. Ask students to explain in their own words what the Sneetches learned from their experience with Sylvester McMonkey McBean. Students will create a (class / team product): Instruct students to work with 3-4 other students to plan a new before/after scenario to role-play before the class. Each part should take no more than one minute to perform, and the performance should have a sign to explain the before and a sign to explain the after. (For example, the before sign would say: "Before McBean, Star-bellies only sat with Star-bellies on the school bus." The after sign would say: "After McBean, Star bellies and Plain-bellies sat together.") Multicultural and/or ESL and/or Bilingual Link: Ask students to think of real-life situations where people have been discriminated against based on their religion, race, ethnicity, gender, etc. For each situation, ask the class to identify the Star-bellied Sneetches and the Plain-bellied Sneetches and ask what would be different if McBean came to teach them tolerance. Possible situations to discuss are: African Americans’ treatment during slavery, Native Americans’ treatment on the Trail of Tears, Jews’ treatment in Nazi Germany, Women’s treatment before equal rights, Muslim’s treatment after 9/11, etc. Mathematics/Science Link and/or Humanities Link: Because of advances in technology and science, people can now choose the sex of their future children using scientific modifications. Would you consider choosing the sex and possibly other attributes of your future children based on what you feel is socially desired? Do you think “tampering” with science and nature in this manner should be tolerated? Is it socially acceptable? School-to-Career/Tech Prep Link: Research doctors, scientists, fertility specialists who delve into genetic restructuring and family planning. HIGHER ORDER THINKING SKILLS (H.O.T.S.): Anticipatory set: Tell students that it is very important to have tolerance in society. Explain that it is important to push the government to make laws that are fair to everyone. Show clip from Dr. Martin Luther King Jr.’s speech, “I Have a Dream” to illustrate the coming changes in segregation and integration in our society. Students will: Write a letter to a local Congressman. Class/team/individual product: Have the class write letters to local Congressmen explaining why it is so important to have laws that fight discrimination and encourage tolerance. For more information on laws and your local Congressmen, use references to Time For Kids Research Tools, Thomas: Legislative Information on the Internet, and the Anti-Defamation League. INDIVIDUAL JOURNAL ASSIGNMENT: Write about a time when you feel that you were discriminated against based on your sex, race, or what you look like. How did it make you feel? How did you handle the situation?

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HOMELINK: Ask your family if anyone has ever been discriminated against? Why? How did they feel about the experience? Did it change their actions, thoughts, or beliefs? STATE STANDARD # 6.8.1, 6.8.2 STUDENTS WILL BE ABLE TO Interpret existing poetry and write a poem following the theme. ESSENTIAL QUESTION: What does the word “peace” mean to you? Is your definition of peace similar to how the dictionary defines peace? Can peace mean different things to different people? How do we, as a society, decide what peace is? 17. Poetry Textbook or Database: One World Mural from www.tolerance.org KNOWLEDGE: Anticipatory Set: Begin the activities by introducing the "One World Mural” to students. Log onto the Internet via a classroom computer or a computer in the school library, and let students see and explore the Mural. Bring the class back together, and ask them what "One World" means to them. You might offer an initial suggestion "peace," for example. Write student responses on the board, or collect them on a large sheet of paper, which you can later hang on a wall. Students will: Ask each student to select one of the words from the class's brainstorming session. Then instruct each student to write a metaphorical definition of the chosen word. For example: "Peace is a hug between a Palestinian and an Israeli." COMPREHENSION: As a free verse exercise, ask students to write a letter to someone who champions the "One World" cause (a Nobel Peace Prize winner) or to someone affected by hatred (hate crime victim.) Instead of clichéd phrases, can students come up with new images and metaphors to get their ideas across? Ask each student to analyze the letter's tone. Is the letter's overall tone imperative, interrogatory, declarative or exclamatory? To transform their letters into verse, students then break the text into lines and stanzas and add punctuation to emphasize the pieces' tones. APPLICATION: Anticipatory Set: Show examples of Haiku and acrostic poems. Do an example of each as a class, using words from earlier class brainstorming session. Students will create a (class / team product): Using words identified in the class brainstorming session, challenge students to create acrostics. Generally, the text of the poem should complete a sentence or a thought. For example: "Peace" Provides Everyone Around the world with Chances for Enduring love Multicultural and/or ESL and/or Bilingual Link: Go back to the mural, “One World.” What does "One World" look like? Have students write about "One World" in haiku, which is a poem of three lines that have 5-7-5 syllables. There is also the American form of the haiku which has 3 lines, with 3-5-3 words. Mathematics/Science Link and/or Humanities Link: Do the above activity, making sure that the lines and syllables required are correct. Work in teams or with partners and read and check each other’s poems. School-to-Career/Tech Prep Link: Invite LVMPD Hate Crimes Unit members/Psychologists to talk to class. HIGHER ORDER THINKING SKILLS (H.O.T.S.): Anticipatory set: Show pictures/images of people who have lost their lives because of hatred.

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Students will: write poems about people who have lost their lives because of hatred. Students can focus on nationally known victims like Anne Frank or Matthew Shepard. Students can also choose to write about a hate crime victim from their own school, neighborhood, city or state. Class/team/individual product: Students will work with teams to create a class book of hate crime poetry. Teams will compile their poems into book form, and combine their pages with pages from other teams to create a class book. Students will also have the option of illustrating their poetry. INDIVIDUAL JOURNAL ASSIGNMENT: Why do you think using/writing poetry is a good way to express yourself? Have you ever written a poem to show or release your feelings? What happened? HOMELINK: Share your poems and thoughts about the “One World” mural with your family. How does your family feel about the mural? Your poetry?

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MORAL / ETHICAL / SPIRITUAL REASONING AND DILEMMAS

FOR CHARACTER EDUCATION

TEN ETHICAL DILEMMAS (Must be set in context of unit, but must also relate to the lives of today's students) STATE STANDARD # . ESSENTIAL QUESTION: How does the content of this unit reflect character education through Moral and Ethical dilemmas? 1. Producing, Exchanging, and Distributing [Economics] ESSENTIAL QUESTION: How does the Human Activity of Producing, Exchanging and Distributing create moral/ethical dilemmas? DILEMMA: 2. Transportation ESSENTIAL QUESTION: How does the Human Activity of Transportation create moral/ethical dilemmas? DILEMMA: 3. Communications ESSENTIAL QUESTION: How does the Human Activity of Communications create moral/ethical dilemmas? DILEMMA: 4. Protecting and Conserving ESSENTIAL QUESTION: How does the Human Activity of Protecting and Conserving create moral/ethical dilemmas? DILEMMA: 5. Providing Education ESSENTIAL QUESTION: How does the Human Activity of Providing Education create moral/ethical dilemmas? DILEMMA: 6-10 will be found in the writing template as per page 2.

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MORAL / ETHICAL / SPIRITUAL REASONING AND DILEMMAS

FOR CHARACTER EDUCATION

TEN ETHICAL DILEMMAS (Must be set in context of unit, but must also relate to the lives of today's students) STATE STANDARD # 4.8.11. ESSENTIAL QUESTION: How does the content of this unit reflect character education through Moral and Ethical dilemmas? (Number two Ethical Dilemma’s are taken from unit entitled “Holocaust or Hologram: Yes it really did happen.” 1. Producing, Exchanging, and Distributing [Economics] ESSENTIAL QUESTION: How does the Human Activity of Producing, Exchanging and Distributing create moral/ethical dilemmas? DILEMMA: You are about to go into hiding because you are a Jew in Nazi Germany during WWII. You must give up all of your worldly possessions with your chances of survival being very low. Would you be willing to stay with your possessions and face certain death or go into hiding? You are a 53 year old Jewish gemologist, skilled in fashioning beautiful jewelry. Borman, one of Hitler's secretaries, comes to your store. As your knees knock together, he explains that the Fuehrer wants to give Eva a necklace of 32 karat diamonds and he wants YOU to design it. The money he offers you is exorbitant. It would make escape possible for many Jews. The Gestapo may shoot you if you refuse. They may not like your work... they may not have the money... What do you do on the delivery date? 2. Transportation ESSENTIAL QUESTION: How does the Human Activity of Transportation create moral/ethical dilemmas? DILEMMA: You are a Nazi train conductor. You see your friends and neighbors being loaded on the trains heading to the death camps. What would you do? You are a 60 year old farmer--German, but a Jewish sympathizer. In the mornings you take your eggs and produce to market in the city. In the evening, you could take a straw covered load of Jews out to the farm and start them on the trail to freedom. Time to time you do encounter Gestapo cars---what you are doing is illegal---but, what the Gestapo are doing is wrong---what would you do? 3. Communications ESSENTIAL QUESTION: How does the Human Activity of Communications create moral/ethical dilemmas? DILEMMA: Phone is ringing in the house. Mr. Dussel is pressuring Mr. Frank to answer it. If you were Mr. Frank would you have answered it or let it ring? Why? What are the possible repercussions? You are a seven year old German boy with a bicycle. You used to love to ride bikes with your buddy Ishmael, but he is no longer allowed to ride bikes. You used to always make a special trip on Mondays through the park and across the bridge to deliver a package for Ishmael's grandpa. Since Ishmael no longer has a bike, they have asked you to make the trip and deliver the package. They will pay you. Since the teacher has been talking about associating with Jews, you are having second thoughts about this. You could continue delivering the package, you could tell them "no", or you could turn them in. What would you do? 4. Protecting and Conserving ESSENTIAL QUESTION: How does the Human Activity of Protecting and Conserving create moral/ethical dilemmas?

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DILEMMA: Jews were selected to be policemen in the ghettos. Men accepted this role thinking it would afford them some safety because their services were needed by the Germans. Would you accept this position and help carry out the Yudenrat or hide? 5. Providing Education ESSENTIAL QUESTION: How does the Human Activity of Providing Education create moral/ethical dilemmas? DILEMMA: Anne Frank’s diary was an intimate history of her life. Her father read it and published it. Anne Frank expected this would stay private and for her eyes only when she wrote it. Would you have published it if you were Mr. Frank? How would you feel if your diary was published? You are a literature professor at the University of Leipzig. Your personal collection of literature is unparalleled. For years you have visited used book stores, accumulating these archives. Now Goebels has published a list of illegal books that need to be burned. Many of these titles are in your library. The list becomes longer and longer---Should you hide your books, should you offer some to be burned to avert suspicion or should you obey the law? 6. Making and Using Tools and/or Technology ESSENTIAL QUESTION: How does the Human Activity of Making and Using Tools and/or Technology create moral/ethical dilemmas? DILEMMA: Schindler’s list was able to save people by putting them on a list to work in a factory. Was it a tool for change? How did he choose who he could save? Do you think he suffered by his decisions? You are a fourteen-year-old working at a steel fabrication factory. The factory is responsible for making crematory ovens and devices for gas chambers in concentration camps. They are doing this because they are being paid well by the Nazis. You have just become aware of the destructive products you have been a part of putting together. What do you do? Do you inform others of this work? Do you continue to work for the factory? Do you quit and not tell? 7. Providing Recreation ESSENTIAL QUESTION: How does the Human Activity of Providing Recreation create moral/ethical dilemmas? DILEMMA: Was it acceptable for Jews, who did not look Jewish, to take off armbands to go into town for food or recreation? Your classmates are playing a game that you would like to play. As you approach them you realize they are being very insulting to a student of the Jewish religion. They all want you to play. You have nothing else to do. Will you join the game? Will you say something about the insults? What would you do? 8. Organizing and Governing ESSENTIAL QUESTION: How does the Human Activity of Organizing and Governing create moral/ethical dilemmas? DILEMMA: Entire villages were emptied and their inhabitants loaded into cattle cars to go to labor camps. It became apparent to the passengers they would not survive. Soldiers informed them they would be shot if they tried to escape. Your mother encourages you to go through the window and leave. You know she may be shot along with all the passengers if you do. What is your choice? As groups discuss what it would be like to be a citizen under the absolute power of Hitler, pretend you are a student at a school where the parents and principal have decided that everyone must wear identical uniforms, dye their hair blond and get blue colored contacts--because students will then not be ridiculed for looking different. Everyone will be the same. You do not want to wear a uniform. You want to be an individual. What will you do? Do you wear the required uniform to avoid trouble? Or do you dress in regular clothes even though you will get in trouble and be suspended or expelled? 9. Moral, Ethical and Spiritual Behavior

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ESSENTIAL QUESTION: How does the Human Activity of Moral, Ethical and Spiritual Behavior create moral/ethical dilemmas? DILEMMA: In 1942, the Yudenrat required all males over the age of fourteen in the ghettos to meet in the village marketplace. Men from other villages were already assembled; Germans with rifles forced the men to march six in a row for twenty-four miles. Six men were pulled from the group and shot. No one attempted to escape or resist. 1500 Jews died of exposure, being hanged, or shot. Would you leave your family by running away or resist? Two men armed with machine guns burst into your home and threaten to kill all the members of your family if just one of you makes an unnecessary move or does not do what you are told. You have no real idea what the men plan to do with you. You are always under guard. Several days pass. Your food supply begins to dwindle. Some of your family members get sick. What would you do? What would your feelings be? What would you hope for? After several days you find out that the men will kill you all. How would you react then? After brainstorming this situation, discuss how you have just proven that the Jewish victims in Nazi prisons responded not in a "Jewish" way, but in a typically human way. 10. Aesthetic Needs ESSENTIAL QUESTION: How does the Human Activity of Aesthetic Needs create moral/ethical dilemmas? DILEMMA: The swastika is a derivative of an ancient symbol found around the world. It is ok to wear the ancient symbol as jewelry? Can a teacher wear it when teaching? A controversial art exhibit from the Holocaust Museum in Washington D.C. is soon to visit your city's Jewish Community Center. Issues within the community have been raised as to the appropriateness of the context for school age groups. Should restrictions be placed on this exhibit? You are the teacher. Will you bring your students to see it?

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PRODUCTIVE THINKING SKILLS DIVERGENT / CREATIVE THINKING

1. BRAINSTORM MODEL A. BRAINSTORM ALL OF THE _ _______ . AHA #1: AHA #2: AHA #3: AHA #4: AHA #5: AHA #6: AHA #7: B. BRAINSTORM AS MANY AS YOU CAN THINK OF. AHA #8:

AHA #9: AHA #10: AHA #11: AHA #12: AHA #13: AHA #14:

C. HOW MANY WAYS CAN YOU COME UP WITH TO ? AHA #15: AHA #16: AHA #17: Random Brainstorm: 2. VIEWPOINT MODEL (Human or Animate) USE CULTURAL LITERACY TERMS A. HOW WOULD LOOK TO A(N) ?

AHA #1: AHA #2: AHA #3: AHA #4: AHA #5: AHA #6: AHA #7: AHA #8:

B. WHAT WOULD A MEAN FROM THE VIEWPOINT OF A(N) ? AHA #9:

AHA #10: AHA #11: AHA #12: AHA #13: AHA #14: AHA #15: AHA #16: AHA #17:

2-6 will be found in the writing template as per page 2.

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PRODUCTIVE THINKING SKILLS DIVERGENT / CREATIVE THINKING

1. BRAINSTORM MODEL A. BRAINSTORM ALL OF THE _ _______ . AHA #1: Activities you can do in silence AHA #2: Things you would take with you to the annex AHA #3: Differences between present day and WWII AHA #4: Modes of transportation during WWII AHA #5: Ways the annex dwellers could have escaped AHA #6: Types of food the annex dwellers could conserve AHA #7: Things Anne could not do in the annex B. BRAINSTORM AS MANY AS YOU CAN THINK OF. AHA #8: personality traits

AHA #9: survival supplies AHA #10: forms of government AHA #11: forms of discrimination AHA #12: cultural groups AHA #13: WWII songs AHA #14: Hanukkah traditions

C. HOW MANY WAYS CAN YOU COME UP WITH TO ? AHA #15: stay quiet AHA #16: keep busy AHA #17: get along with others Random Brainstorm: hate Random Brainstorm: erase discrimination Random Brainstorm: identify discriminating terms Random Brainstorm: exterminate a race 2. VIEWPOINT MODEL (Human or Animate) A. HOW WOULD LOOK TO A(N) ?

AHA #1: freedom – Anne Frank AHA #2: slavery – African American AHA #3: the return of Mouschi -- Peter AHA #4: a damaged fur coat – Mrs. Van Dann AHA #5: a visit by the Nazis – Miep and Mr. Kraler AHA #6: a seven course meal – Mr. Van Dann AHA #7: Yellow star -- Nazi AHA #8: Jew -- Nazi

B. WHAT WOULD A MEAN FROM THE VIEWPOINT OF A(N) ? AHA #9: computer -- WWII

AHA #10: swastika -- Jew AHA #11: Star of David - Nazi AHA #12: swastika -- Nazi AHA #13: Star of David – Jew AHA #14: Pink Triangle -- Nazi AHA #15: Pink Triangle – Christian coalition AHA #16: Black president -- KKK AHA #17: KKK – black president

C. HOW WOULD VIEW THIS? (Use one person from history here)

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1: Anne Frank 2: Adolf Hitler 3: Winston Churchill 4: Peter Vann Dann 5: General Eisenhower 6: Joseph Stalin

3. INVOLVEMENT MODEL (Personification / Inanimate object brought to life) A. HOW WOULD YOU FEEL IF YOU WERE ? AHA #1: yellow star of David AHA #2: pink triangle

AHA #3: the annex AHA #4: swastika AHA #5: radio AHA #6: ration books AHA #7: concentration camp

B. IF YOU WERE A , WHAT WOULD YOU (SEE, TASTE, SMELL, FEEL, etc.)? AHA #8: Jew during WWII

AHA #9: Nazi AHA #10: Leader of a nation AHA #11: Jewish parent during this era AHA #12: prisoner AHA #13: worker at the concentration camp AHA #14: child during this era

C. YOU ARE A . DESCRIBE HOW IT FEELS. AHA #15: Jewish parent during this era

AHA #16: child during this era AHA #17: conductor on a death train Random Involvement / Personification: American general on D-Day Random Involvement / Personification: Nazi general on D-Day Random Involvement / Personification: annex Random Involvement / Personification: German citizen (anglo)

4. CONSCIOUS SELF–DECEIT MODEL A. SUPPOSE . WHAT . AHA #1: Hitler never rose to power – would change about the Holocaust

AHA #2: The Franks waited to go into hiding – would be different about when they were caught AHA #3: D-Day was a failure – would the outcome of the war be AHA #4: Germany won the war – would be the implications AHA #5: Japan never bombed Hawaii – would have been U.S.’s reaction to the war AHA #6: Hitler was stopped at Poland -- would be the implication AHA #7: present day media coverage was available – would happen to the length of the war AHA #8: You were a poor German – would have been your reaction to the Nazi movement AHA #9: You were a Jew in Germany – would you have done

B. YOU CAN . WHAT ? AHA #10: rule the world – would you do

AHA #11: change history – would you change AHA #12: be Hitler – would you do AHA #13: live with the Franks – would you tell them AHA #14: live with the Franks – would it be like AHA #15: warn the Franks – would you say or do AHA #16: save one family member – would make your decision

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AHA #17: turn in the Franks – would you do Random: read minds – would you do with the knowledge Random: make people do your requests – would you make them do Random: control the weather – would you do in your city Random: kill someone without repercussions – would you do

5. FORCED ASSOCIATION MODEL A. HOW IS LIKE ? AHA #1: the Star of David – a swastika

AHA #2: Nazi flag – American flag AHA #3: Hitler -- Bush AHA #4: concentration camp -- school AHA #5: concentration camp – Iraqi prison camp AHA #6: a camp train – underground railroad AHA #7: love -- hate

B. GET IDEAS FROM TO IMPROVE . AHA #8: Hitler – race relations

AHA #9: children – race relations AHA #10: Anne Frank -- tolerance AHA #11: flower – war strategies AHA #12: annex – family/group dynamics AHA #13: a tree – growth of democracy AHA #14: the Holocaust -- morality

C. I ONLY KNOW ABOUT . EXPLAIN TO ME. AHA #15: video games – the Olympics

AHA #16: rap – broadway musical AHA #17: school – concentration camps Random: Jerry Springer -- history Random: TV -- trust Random: Anne Frank – Helen Keller Random: Spanish -- Jewish

6. REORGANIZATION / SYNECTICS MODEL A. WHAT WOULD HAPPEN IF ? AHA #1: Hitler never came to power

AHA #2: Hitler had been a successful artist AHA #3: Hitler had invaded the U.S. AHA #4: There were no gas chambers AHA #5: WWI never occurred AHA #6: Anne Frank never learned to read and write AHA #7: Anne Frank was not Jewish

B. SUPPOSE (HAPPENED) WHAT WOULD BE THE CONSEQUENCES? AHA #8: Hitler was never born

AHA #9: D-Day was a failure AHA #10: the Franks never went into hiding AHA #11: there was no WWI AHA #12: there was no ’29 Depression AHA #13: there was no discrimination AHA #14: no racism

C. WHAT WOULD HAPPEN IF THERE WERE NO ?

AHA #15: bombs/guns

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AHA #16: racists AHA #17: inequities Random: communication tools Random: cars Random: wars Random: religion

CULTURAL LITERACY

1. Dates: 1. 1933 Hitler appointed German Chancellor. Hitler granted dictatorial powers. 2. 1933 First concentration camps erected. 3. 1936 Hitler wins democratic vote with 99% of the vote. 4. 1939 Germany invades Poland (WWII). 5. 1945 May 8th, end of WWII 6. 1929 Anne Frank is born. 7. 1945 Anne Frank dies in a concentration camp. 2. Names: Acculturation Am I my brothers keeper anti-Semitism Aryan Race Auschwitz blue eyes/ brown eyes Braun, Eva bystander captivity chosen people Churchill, Winston concentration camps conformity consent of the governed covenant cruel and unusual punishment Dachau discriminate Eisenhower, General ethnic Ethnocentrism extinct Final Solution Frank, Ann genetics genocide Germany Gestapo Ghetto Hebrew Hitler, Adolf (1/4 Jewish, Austrian citizenship) Holocaust human rights interment Jewish Judaism Kosher Liberation master race Nazis - Nazism number printed on arm Nuremberg Oppressor Passover persecuted prejudice racism rescuer Semitic Stalin, Joseph stereotype survival swastika systematically exterminated Talmud Third Reich Torah tradition Victim WW II yellow armband www.uen.org/annefrank 3. Proper Names: 1. Adolf Hitler 11. Auschwitz 2. Eva Braun 12. Winston Churchill

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3. Anne Frank 13. General Eisenhower 4. Margot Frank 14. Jewish 5. Otto Frank 15. Gestapo 6. Edith Frank 16. Nazi 7. Mr. Dussel 17. Holocaust 8. Mr. Van Dann 18. WWII 9. Mrs. Van Dann 19. Mr. Kraler 10. Peter Van Dann 20. Miep 4. Ideas: 1. Everything and anything. 2. Think outside the box. 5. Phrases 1. "Each of us is constantly forced to make choices. We may find ourselves in one of these four roles." 2. "Always question: blind obedience to a group may bring about undesirable changes": 3. "When changes occur ever so slowly, before you know it, one day you wake up and realize the changes occurred right under your nose." 4. "If you see Hitler as a madman, you won't be able to recognize another Hitler when he comes along." 5. "We must be wary of euphemisms and make sure we question what we do not understand." 6. "Believing in something is not enough; we must be willing to put our beliefs into action." 7. "The Holocaust shows us we ALL are capable of the ultimate of goodness and evil, and that we may at some time be forced to choose to do one or the other." 8. "A single death is a tragedy: a million deaths is merely a statistic." 9. "The ultimate measure of a man is not where he or she stands in times of comfort and convenience, but where he/she stands in times of challenge and controversy." 10. "I was only following orders." 11. "Individual action CAN make a difference." 12. “In Spite of Everything, I still believe people are good at heart.” 13. “She puts me to shame.” 14. “Everyone has inside of him a piece of good news. The good news is that you don’t know how great you can be! How much you can love! What you can accomplish! And what your potential is!

RESOURCES I. BIBLIOGRAPHY – Teacher / Professional Books and Resources 1. Bachrach, Susan. Tell Them We Remember. Toronto, Canada: Little Brown & Company, Publisher, 1994. 2. Bridgman, Jon, The End of the Holocaust; The Liberation of the Camps. Ed. by Richard H. Jones. Portland, Oreg: Areopagitica Press, 1990. 3. Chamberlin, Brewster, and Marcia Feldman, eds.,The Liberation of the Nazi Concentration Camps, 1945: Eyewitness Accounts of the Liberators. Washington, D.C. United States Holocaust Memorial Council, 1987. 4. Cooper, David. Literacy: Helping Children Construct Meaning. Boston, MA: Houghton Mifflin, Publisher, 1993. 5. Dawidowicz, Lucy S., The War against the Jews: 1933-1945. New York: Holt, Rinehart and Winston, 1975. 6. Dwork, Deborah. 1991. Children with a star: Jewish youth in Nazi Europe. 7. Friedman, Iva R. The Other Victims: First Person Stories. First person stories of non-Jews persecuted by the Nazis. Christians, Gypsies, deaf people, homosexuals and blacks who suffered at the hands of the Nazis before and during WW II. 8. Gilbert, Martin. 1993. Atlas of the Holocaust. 9. Goldberger, Leo, ed., The rescue of the Danish Jews: Moral Courage under Stress. New York: New York University Press, 1987. 10. Green, Jeff. The Green Book of Songs By Subject. Nashville, Tennessee: Professional Desk References. 1995. 11. Greenfield, Howard. The Hidden Children. 1993. Describes experiences of those Jewish children who were forced into hiding during the Holocaust and survived. 12. Grun, B. The Timetables of History: A Horizontal Linkage of People and Events. New York: Simon and Schuster, Inc., 1991.

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13. Hamilton, Charles, Leaders and Personalities of the Third Reich .San Jose, Calif: R. James Bender, 1984. 14. Hart, Michael, The One Hundred: A Ranking of the Most Influential Persons in History. New York: A & W Visual Library. 1978. 15. Hellemans, Alexander. The Timetables of Science: A Chronology of the Most Important People and Events in the History of Science. New York Simon & Schuster, Inc. 1988. 16. Helmreich, Ernst Christian; The German Churches Under Hitler; Detroit, Wayne State University Press. 1979. 17. Hilberg, Raul. The Destruction of the European Jews. New York Holmes & Meier 1985. 18. Hirsch, E.D Jr. Cultural Literacy: What Every American Needs to Know. New York: Vintage Books, 1988. 19. Hirsch, E.D.Jr. and Kett, J.F. The Dictionary of Cultural Literacy: What Every American Needs to Know. Boston: Houghton-Mifflin Co., 1988. 20. Hitler, Adolf, (translated by Ralph Manheim) Mein Kempf. Boston: Houghton Mifflin 1971. 21. Kershaw, Dan; Popular Opinion and Political Dissent in the Third Reich: Bavaria 1933- 1945. Oxford, Clarendon, 1983. 22. Kjersti, Board. Letters and Dispatches, 1924-1944. 23. Levin, Nora. The Holocaust: The Destruction of European Jewry. Boston, MA: Hougton Mifflin, Publisher, 1967. 24. Lie, Arne Brun, with Robby Robinson, Night and Fog. New York: W.W. Norton, 1990. 25. Lindwer, Willy. The Last Seven Months of Anne Frank. Toronto, Canada: Little Brown & Company, Publisher, 1991. 26. Margolis, Isidor and Sidney L. Markowitz. Jewish Holidays and Festivals. 27. Marwell, Roger, and Heinrich Frankel; The German Cinema; New York, Praeger, 1971. 28. Merti, Betty. The World of Anne Frank: Readings, Activities, and Resources. Portland, Maine: J. Weston Walch, Publisher, 1984. 29. Merti, Betty. Understanding the Holocaust. Portland, Maine: J. Weston Walch, Publisher, 1982. 30. Miller, Arthur. Incident at Vichy. 31. Nelson, Walter Henry. Small Wonder: The Amazing Story of the Volkswagen; Boston. Little Brown, 1970. 32. Noakes, Jeremey, Ed.; Government, Party, and People in Nazi Germany; Exeter, England, University of Exeter. 1980. 33. Reitlinger, Gerald. The Final Solution. Northvale. NJ : Jason Aronson 1987. 34. Rittner, Carol and Myers, Sondra, Ed. The Courage to Care: Rescuers of Jews. 35. Rosenberg, Maxine B. Hiding to Survive: Stories of Jewish Children. First person accounts of 14 Holocaust survivors who as children were hidden from the Nazis by non- Jews. 36. Rhue, Morton (T. Strasser). The Wave. Jacksonville, Illinois: Perma-Bound, Publisher, 1981. 37. Rubinstein, Erna, After the Holocaust: The Long Road to Freedom. 1995. Having survived Auschwitz, the author and her three sisters try to begin life anew in war torn Europe. 38. Rutherford, Ward; Hitler's Propaganda Machine. London, Bison Books, 1978. 39. Shirer, William L. The Nightmare Years. 1930-1940. Little Brown. 1984. 40. Shirer, William L. The Rise and Fall of the Third Reich. New York: Fawcett Crest, 1962. 41. Schindler,Oskar. 1995. Oskar Schindler and his list: the Man. 42. Speer, Albert, 1970. Inside the Third Reich. Mac Millan. Translated by Richard & Clara Winston. 43. Taylor, C.D. Good. 44. Waskow, Arthur. Seasons of Our Oy: A Modern Guide to the Jewish Holidays. 45. Whiting, Charles, and the Editors of Time-Life Books, The Home Front: Germany (World War II series). Alexandria, Va; 1982. 46. Wiesel, Elie. Night. 47. Zuccotti, Susan. The Holocaust, the French, and the Jews. 1993. 48. The Children We Remember: Photographs from the Archives of Yad Yashem. 1986. Text and photographs briefly describe the fate of Jewish children after the Nazis began to control their lives. 49. Video Hound's Golden Movie Retriever. Visible Ink Press, 1994. 50. Time-Life Books - The Third Reich. Alexandria, Va. II. BIBLIOGRAPHY 1. Bullock, Alan. Hitler: A Study in Tyranny 2. Clarke, Comer. Eichmann: The Man and His Crimes. 3. Edelstein. Anna is Still Here. 4. Frank, Anna. The Diary of a Young Girl. 5. Hurwitz and Rosenberry. Anne Frank: Life in Hiding. 6. Keneally, Thomas. Schindler's List.

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7. Kuchler-Silberman. My Hundred Children. 8. Nicholson, Michael. Raoul Wallenberg: The Swedish Diplomat Who Saved 100,00 Jews From the Nazi Holocaust

Before Mysteriously Disappearing. 9. Schnabel. Anne Frank: A Portrait in Courage. 10. Sender, Ruth Minsky. To Life. 11. Ten Boom. Hiding Place. Kerr, Judith. When Hitler Stole Pink Rabbit. 12. Lowry, Lois. Number the Stars. 13. Reiss, Johanna. The Upstairs Room 14. Vos, Ida. Anna is Still Here. 15. Yolen, Jane. The Devil's Arithmetic. 16. Lowry, Luis. The Giver 17. Lowry, Luis. Gathering Blue 18. Weisel, Elie. Night III. Educational Films / Videos 1. The Kindertransport 2. Anne Frank: A Documentary 3. Death Camps (1996) PBS 4. The Holocaust (1991) PBS 5. The Devil's Arithmetic (1999) (TV) 6. The Diary of Anne Frank DVD 7. Anne Frank Remembered DVD 8. Anne Frank - The Whole Story DVD 9. Surviving Hatred: Witness To The Holocaust 10. Presidential debates 11. I was a Member of Hitler’s Youth 12. National Geographic Series 13. Toy Making: An Old Fashioned Art 14. Life in Hiding IV. Commercial Films / Videos 1. The Diary of Anne Frank (old version) 2. The Diary of Anne Frank (new version) 3. Schindler’s List 4. Hart’s War 5. Fiddler on the Roof 6. The Sound of Music 7. Superman IV 8. Star Trek Voyage Home 9. The Diary of Anne Frank DVD 10. Anne Frank Remembered DVD 11. Anne Frank - The Whole Story DVD 12. The Pianist (Widescreen Edition) DVD 13. Life Is Beautiful DVD 14. Night and Fog - Criterion Collection (1955) DVD 15. Schindler's List (Widescreen Edition) (1993) DVD 16. Shoah (1985) Claude Lanzmann (DVD) 17. The Pianist 18. Jacob the Liar 19. Yentl 20. Swing Kids 21. Crash 22. Sound of Music V. Literature / Language Arts (on reserve in Media Center for interest reading)

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Fiction 23. Kerr, Judith. When Hitler Stole Pink Rabbit. 24. Lowry, Lois. Number the Stars. 25. Reiss, Johanna. The Upstairs Room 26. Vos, Ida. Anna is Still Here. 27. Yolen, Jane. The Devil's Arithmetic. 28. Lowry, Luis. The Giver 29. Lowry, Luis. Gathering Blue 30. Weisel, Elie. Night 31. The Last Six Months of Anne Frank: 8th grade textbook 32. Lois Lowrey, Number the Stars 33. Malka Drucker, Michael Halpern , Jacob's Rescue 34. Ruth Y. Radin, Ruth Yaffe, Escape to the Forest : Based on a True Story of the Holocaust 35. Kathy Kacer, Clara's War (Holocaust Remembrance Book for Young Readers) 36. Susan Goldman, Fireflies in the Dark: The Story of Friedl Dicker-Brandeis and the Children of Terezin 37. Carol Matas, Daniel's Story 38. Michael Spooner, Daniel's Walk Eve Bunting, Stephen Gammell, Terrible Things: An Allegory of the Holocaust 39. Olga Lengyel, Five Chimneys 40. Hana Volavkova, I Never Saw Another Butterfly 41. David A. Adler, Rose Eichenbaum, The Number on My Grandfather's Arm 42. Alicia Appleman-Jurman, Alicia 43. Rena Kornreich Gelissen, Rena's Promise 44. Livia Bitton-Jackson, I Have Lived a Thousand Years 45. Lila Perl, Marion Blumenthal Lazan, Four Perfect Pebbles: A Holocaust Story 46. ANNE FRANK, The Diary of a Young Girl : The Definitive Edition 47. Melissa Muller, Anne Frank: The Biography 48. Ann Frank, Anne Frank's Tales from the Secret Annex 49. Willy Lindwer, The Last Seven Months of Anne Frank 50. Stewart Ross, The Star Houses: A Story from the Holocaust 51. Jane Yolen. The Devil's Arithmetic 52. Mirjam Pressler, Malka 53. Gerda Weissmann Klein, All But My Life : A Memoir Eric Sonderling, Wendy Wassink Ackison, A Knock at the Door 54. Kathryn Winter, Katarina 55. Eleanor H. Ayer, Parallel Journeys 56. Art Spiegelman, Maus, a Survivors Tale: My Father Bleeds History 57. Art Spiegelman, Maus II : A Survivor's Tale: And Here My Troubles Began 58. David Faber, James D. Kitchen, Because of Romek 59. Inge Auerbacher, Israel Bernbaum (Illustrator), I Am A Star: Child Of The Holocaust 60. Anne L. Fox, Eva Abraham-Podietz, Ten Thousand Children: True Stories Told by Children Who Escaped the Holocaust on the Kindertransport, 61. Eric A Kimmel, Confronting the ovens: The holocaust and juvenile fiction, 62. Laura Hillman, I Will Plant You a Lilac Tree : A Memoir of a Schindler's List Survivor, 63. Jacqueline van Maarsen, A Friend Called Anne : One Girl's Story of War, Peace and a Unique Friendship with Anne Frank 64. Andrea Cheng, Marika 65. (Heinemann Plays), The Play of "The Diary of Anne Frank" Non–Fiction 1. Frank, Anna. The Diary of a Young Girl. 2. Hurwitz and Rosenberry. Anne Frank: Life in Hiding. 3. Keneally, Thomas. Schindler's List. 4. Kuchler-Silberman. My Hundred Children. 5. Schnabel. Anne Frank: A Portrait in Courage. 6. Ten Boom. Hiding Place.

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7. Rian Verhoeven, Anne Frank : Beyond the Diary - A Photographic Remembrance 8. Menno Metsellar, Inside Anne Frank's House : AN ILLUSTRATED JOURNEY THROUGH ANNE'S WORLD 9. Susan Bachrach Tell Them We Remember 10. Barbara Rogasky, Smoke and Ashes: The Story of the Holocaust 11. Walter Buchignani, Regine Miller, Tell No One Who You Are : The Hidden Childhood of Regine Miller 12. Chana Byers Abells, The Children We Remember: Photographs from the Archives of Yad Vashem, The Holocaust Martyrs' and Heroes' Remembrance Authority, Jerusalem, Israel 13. Laurel Holliday, Children's Wartime Diaries: Secret Writings from the Holocaust and World War II 14. Darlene Z. McCampbell, Bearing Witness: Stories of the Holocaust 15. Jacob Boas, We Are Witnesses 16. Peter W. Schroeder, Six Million Paperclips, The Making of a Children’s Holocaust Memorial 17. Ward Churchill, A Little Matter of Genocide 18. Anita Lobel, No Pretty Pictures: A Child of War 19. Irene Gut Opdyke, Jennifer Armstrong, In My Hands : Memories of a Holocaust Rescuer 20. Anna Ornstein, Stewart Goldman, My Mother's Eyes: Holocaust Memories of a Young Girl 21. Michael Good, The Search For Major Plagge: The Nazi Who Saved Jews 22. Chana Byers Abells, The Children We Remember: Photographs from the Archives of Yad Vashem, The Holocaust Martyrs' and Heroes' Remembrance Authority, Jerusalem, Israel 23. Tadeusz Borowski, Barbara Vedder, Jan Kott, Michael Kandel This Way for the Gas, Ladies and Gentlemen 24. Nechama TecSky, Dry Tears: The Story of a Lost Childhood 25. Hanneke Ippisch, Sky: A True Story of Courage During World War II 26. Yehuda Bauer, Nili Keren, A History Of The Holocaust 27. Marilyn Harran, The Holocaust Chronicle 28. Primo Levi, Survival In Auschwitz 29. Deborah E. Lipstadt, Denying the Holocaust, The Growing Assault On Truth And Memory 30. Jonathan Frankel, Dark Times, Dire Decisions 31. Marion A. Kaplan, Jewish Daily Life in Germany, 1618-1945 32. Jean E. Brown, Images from the Holocaust: A Literature Anthology 33. Alexandra Zapruder, Salvaged Pages: Young Writers' Diaries of the Holocaust 34. Wladyslaw Szpilman, The Pianist: The Extraordinary True Story of One Man's Survival in Warsaw, 1939-1945 35. Filip Muller, Eyewitness Auschwitz: Three Years in the Gas Chambers by 36. Susan D. Bachrach, Nazi Olympics, The: Berlin 1936 : (tagline) United States Holocaust Museum VI. Poetry 1. You've Got To Be Taught 2. TO THE LITTLE POLISH BOY STANDING WITH HIS ARMS UP By: Peter L. Fischl 3. We are the Children of the Holocaust by Rudi Raab 4. The Sighbrary (one of many written by children available on www.remember.org ) 5. There are People at my School who Hate me and I never met them by josh Bob (one of many written by children

available on www.remember.org ) 6. BirdSong by Anna Marie Cabdi Bob (one of many written by children available on www.remember.org ) 7. Hope by Anne Goodsell Bob (one of many written by children available on www.remember.org ) 8. Bottomless Pitt of Time by Jessica Doltan Bob (one of many written by children available on www.remember.org ) 9. Untitled by Rachel Krueger Bob (one of many written by children available on www.remember.org ) 10. Found in a Boxcar (unknown author) Tell Him that I ………. 11. Fifty Years Later: Reflections of the Holocaust by Judy Cohen 12. I Have a Dream by Martin Luther King 13. First They Came by Pastor Martin Niemoller (1939 – Berlin)

Drama (Stage Productions) VII. 1. 8th Grade English text “The Diary of Anne Frank” 2. Playing for Time by Arthur Miller (1985) 3. A Shayan Middel by Lebow. 4. A Teachers Guide to the Holocaust by Alina Kentilf 5. Doctor Ynaush Korczak

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6. Adam’s Daughter by Ronald John Virling 7. The Attic Room by Ronald John Virling VIII. Art Works Survival is the heart of the symbol. © 1993 Artist: Anne Goodsell On their way. © 1993 Artist: Annamarie Cavadi Alone in a big room. © 1994 Artist: Laurie Schofield Bottomless Pit of Time© 1993 Artist: Jessica Dalton Is it My Turn? © 1993 Artist: Sheila Lefebvre 1942 Artist: Esther Lurie Unable to Work Artist: David Olère. Memorial Art at Auschwitz--"Zyclon B cans" Photo Credit: Florida Center for Instructional Technology Haunting Memory 3. From A Triptych by R. A. Beecroft MA, The Nottingham Trent University. In Memory of the Czech Transport to the Gas Chambers Artist: Yehuda Bacon (b. 1929) 1945 Treblinka. Field of 17,000 stones, representing the lost Jewish communities. Photo credit: Florida Center for Instructional Technology IX. Music 1. Brother Can You Spare a Dime 2. Composers of the Holocaust: Ghetto Songs & Instrumental Works ~ by Erwin Schulhoff, Pavel Haas, Mordekhai

Gebirtig (Audio CD) 3. Voices of the Shoah: Remembrances of the Holocaust [BOX SET] ~ Various Artists (Audio CD) 4. Songs of Remembrance ~ by Ruth Lomon, Pamela Dellal, Laura Ahlbeck (Audio CD) 5. Glick, Srul Irving. I Never Saw Another Butterfly 6. Thomas Pasatieri: Letter to Warsaw CD 7. Music: Ghetto Songs from Warsaw, Vilna, and Terezin and instrumental works by Schulhoff and Haas. CD,

Downtown Music Productions:MP3 clips http://www.downtownmusicproductions.org/pages/coth01.html 8. Will the Circle Be Unbroken 9. Free to Be You and Me 10. Give Peace a Chance by John Lennon 11. Aint Got no Money 12. In the Ghetto by Mac Davis 13. You’ve Got to be Taught

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14. We Don’t Need No Education by Pink Floyd 15. Shouldn’t Have Done That by Depeche Mode 16. Song of the Partisans by Hirsh Glik, "Zog nit keynmol az du geyst dem letstn vet" ("Never Say that You Are

Trodding the Final Path"). 17. Piesn Obozowa "Camp Song" from the U.S. Holocaust Memorial Museum 18. "Against All Odds," a performance of music composed at Terezín, by Alex Ross 19. The Opera of Children Going to the Gas, Brundibar, the Organ Grinder written at Terezín is probably The Emperor

of Atlantis, by Victor Ullman 20. Songs For The Betrayed World by The Life and Death Orchestra 21. Amram, D. (1997). Amram: The final ingredient - an opera of the holocaust. 22. Gebirtig, M. & Gorovets, E. (1995). Our town is burning: Cries from the holocaust. 23. Rubin, R. (1999). Yiddish songs of the holocaust. 24. Senator, R. & Smetana, B. (1994). Holocaust requiem - Kaddish for Terezin 25. Williams, J. (1993). Schindler's list: Original motion picture soundtrack. 26. Cummins, Paul. Dachau Song: The Twentieth-Century Odyssey of Herbert Zipper. New York: Peter Lang, 1992 27. Flam, Gila. Singing for Survival: Songs of the Lodz Ghetto, 1940-1945 28. Mlotek, Eleanor. We Are Here: Songs of the Holocaust. NY: The Workman's Circle, 1983 29. Davidson, Charles, I Never Saw Another Butterfly. Music Masters 7049-2-C. 30. Glick, Srul Irving. I Never Saw Another Butterfly. Maureen Forrester and John Newmark. Select CC 15.037.

(Available through Canadian Music Centre, 20 St. Joseph St., Toronto M4Y1J9.) 31. Haas, Pavel and Karel Berman. Composers from Theresienstadt. Channel Classics CCS-3191. 32. Hear Our Voices: Songs from the Ghettos and the Camps. (Music from Terezin, Vilna, Vishnetz, Sachsenhausen,

Pryztik). HaZamir HZ-009. 33. Klein, Gideon, Sonata for Piano (also Klein, Trio; Ullmann, String Quartet No. 3; Ullmann, Piano Sonata No. 1;

Krasa, Tanec; Krasa, Brundibar; Ullmann, Abendphantasie, Immer Inmitten, Drei Jiddische Lieder, Little Cakewalk; Haas, Four Songs on Chinese Verse). Romantic Robot RR-1941.

34. Oeuvres instrumentales et vocales. (Includes: Piano Sonata, Two Madrigals, The Original Sin, Three Songs for High Voice and Piano, Duo for Violin and Viola, Divertimento, Duo for Violin and Cello, and Four Movements for String Quartet.) Arion ARN 68272.

35. Piano Sonata, Fantasie and Fugue, String Trio, Two Madrgials, Pvrni hrich, Czech and Russian Folk Songs Koch 3-7230-2-H1.

36. Krakow Ghetto Notebook: The Songs of Mordecai Gebirtig. Koch 3-7295-2H-1. 37. Krasa, Hans. Brundibar (also Frantisec Domazlicky, Czech Songs for Children's Chorus and String Quartet). Channel

Classics CCS-5193. 38. Kulisiewicz, Aleksander. Songs from the Depths of Hell. Folkways FSS 37700. 39. Musica Rediviva (Pavel Haas, Study for String Orchestra; Erwin Schulhoff, Symphony No. 2; Gideon Klein, Partita

for Strings and Viktor Ullmann, Symphony No. 2). Czech Philharmonic, Gerd Albrecht, conductor. Orfeo C-337-941-A.

40. Partisans of Vilna: The Songs of World War II Jewish Resistance. Flying Fish Records FF 70450. 41. Penderecki, Krzysztof. Dies Irae (Dedicated to the Memory of Those Murdered at Auschwitz). Conifer CDCF 185. 42. Remember the Children: Songs for and by Children of the Holocaust. The U.S. Holocaust Museum HMCD-1901. 43. Rubin, Ruth. Yiddish Songs of the Holocaust. Global Village C-150. 44. Schoenberg, Arnold. A Survivor from Warsaw. CBS M-35882. 45. Senator, Ronald. Holocaust Requiem: Kaddish for Terezin. Delos DE-1032. 46. Shostakovitch, Dmitri. Symphony No. 13, "Babi Yar". Erato 2292-45349-2. 47. Stern, Robert. Terezin. CRI-SD-264. 48. Tippet, Michael. A Child of Our Time. Philips 420075-2. 49. Ullmann, Viktor. Der Kaiser von Atlantis. London 440 854-2. X. Resource People / Mentors 1. The local Jewish community 2. Holocaust survivors 3. Parents 4. Marion Blumenthal Lazan, a Holocaust survivor and co-author of Four Perfect Pebbles, an award-winning book about her childhood under Hitler's rule

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5. Jewish Holocaust Survivors and Friends of Greater Washington Metro Washington, MD 20901 6. Speakers Bureau United States Holocaust Memorial Museum 100 Raoul Wallenberg Place, SW Washington, DC 20024-2126 7. The Washington State Holocaust Education Resource Center Speaker’s Bureau 2031 3rd Ave. Seattle, WA 98121 8. Florida International University North Miami Campus 3000 N.W. 151 St. North Miami, FL 33181 (305) 919-5690 9. Holocaust Educational Foundation 64 Old Orchard Road Professional Building Suite 520 Skokie, IL 60077 10. The Holocaust Human Rights Center of Maine P. O. Box 4645 Augusta, Maine 04330-1644 11.Jewish Family Service of Silicon Valley Holocaust Survivor's Group Speakers Bureau Sara Levy, Program Coordinator: (408) 286-9663, ext. 330 XI. Field Trips 1. Jewish Museum in Washington D.C. 2. Local Jewish community centers, etc. 3. Virtual fieldtrips like the following: http://ali.apple.com/ali_sites/ali/exhibits/1001520/The_Field_Trip.html http://www.holocaustedu.org/education/field_trips.htm http://www.holocaustedu.org/education/field_trips.htm http://www.historyplace.com/worldwar2/holocaust/timeline.html http://www.midastours.co.uk/t104a.html http://www.staypoland.com/krakowtours/kauschwitz.asp http://www.history.ucsb.edu/faculty/marcuse/dachau.htm XII. Other Material (CD–ROM, Laser Disc, Internet sites, etc.) 1. A Selection of Holocaust Poetry compiled by A. Kimel - http://haven.ios.com/%7Ekimel19/poetry.html 2. Archive of Materials on Bulgarian Jewry During WW II - http://asudesign.eas.asu.edu/places/Bulgaria/Je... 3. The Anti-Racism Resource Web Site - http://darkwing.uoregon.edu/%7Edennisw/race.html 4. Bradley R. Smith - http://www.valleynet.com/%7Ebrsmith/ 5. Building design fact sheet - http://www.ushmm.org/arch.html 6. Countering Holocaust Denial - http://www.cit.usfca.edu/denial/website.html 7. JCNavigate: Education - http://www.jcn18.com/jhot4.htm 8. Guidelines for Teaching about the Holocaust -http:/www.ushmm.org/education/guidelines.html 9. Holocaust Center - http://www.bxscience.edu/holocaust/ 10. Holocaust Internet Sites - http://bruin.bethel.hampton.k12.va.us/holocaust... 11. Holocaust - http://www.english.upenn.edu/%7Eafilreis/Holoca... 12. Holocaust Index - http:/www.cs.washington.edu/homes/tdnguyen/Hol... 13. http://users.aol.com/asgltinum/stories/gypsy.html 14. http://www.iup.edu/%7Eknntvza/alicia.doc 15. http://www.bgu.ac.il/beh/dan.html 16. Holocaust Memorial Center: America's First. Illuminating... - http://www.holocaustcenter.com/book.shtml

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17. Holocaust Remembrance Day - http://www.melizo.com/jewishpost/holocaust/ 18. Information about the visit of Bulgarian President 19. Zhelyuhttp://asudesign.eas.asu.edu/%7Ebliznako?Bulgar... 20. L'Chaim: A Holocaust Web Project - http://www.charm.net/%7Erbennett/l'chaim.html 21. Remembering the Holocaust - http://werple.mira.net.au/%7Earagorn/holocaus.h... 22. Yad Vashem - home page - http://yvs.shani.net/ 23. Teacher’s guide to the Holocaust- lesson plans, art, stories from survivors, virtual reality tour of concentration camps,

crematoriums, etc. 24. http://fcit.usf.edu/holocaust/ 25. http://www.remember.org/ 26. http://remember.org/imagine/imagine1.html 27. http://art.holocaust-education.net/ 28. http://www.uen.org/annefrank/ 29. http://webtech.kennesaw.edu/jcheek3/holocaust.htm 30. http://www.spectacle.org/695/ausch.html 31. http://www.candles-museum.com/ 32. http://www.holocaust-history.org/ 33. http://www.ushmm.org/ 34. http://www.chlive.org/pbeck/eastlibrary/JEWISHHOLOCAUSTRESOURCES.htm 35. http://www.annefrank.org/content.asp?pid=1&lid=1 36. http://www.channels.nl/amsterdam/annefran.html 37. http://www.sptimes.com/nie/nieanne.html