E X P E R I E N C E
O V E R V I E W
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Name of Project:
Holocaust Memorial Project
Subject/Course:
Language Arts
Other Subject Areas:
Social Studies
Unit Goal for Student:
Summary of the issue,
challenge, investigation,
scenario, or problem:
Students will study the Holocaust, reading Number the Stars, by Lois Lowry. They will then design and create a memorial
(something built to keep alive the memory of a person or event) or monument (intended to maintain some aspect of history and
public memory) to commemorate the Holocaust. In addition, students will then create a 2-3 minute dedication speech to the
monument or memorial, explaining the significance of the honoree(s) and the meaning behind the memorial in which they
created.
Enduring
Understanding(s)
Monuments and public spaces for memorials are critical elements of collective memory in society.
Essential Question(s)
How do public structures provide a place for the living to grieve or simply remember? How can your design affect/influence those
who observe it?
Duration:
Teacher(s):
6 Weeks
Grade Level: 6
Curriculum Standards Bundle (Stage 1)
Content and Process
Standards (TEKS) to be
taught and assessed:
Highlight those targeted for
depth.
Region 10 ESC
ELA TEKS, Grade 6 (9) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions
about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their
understanding.
(13) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work
together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly
more complex texts. Students are expected to: (A) explain messages conveyed in various forms of media; (B) recognize how
various techniques influence viewers' emotions; (C) critique persuasive techniques (e.g., testimonials, bandwagon appeal) used
in media messages; and (D) analyze various digital media venues for levels of formality and informality.
(18) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on
specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and include
sound reasoning, detailed and relevant evidence, and consideration of alternatives.
(28) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier
standards with greater complexity. Students are expected to participate in student-led discussions by eliciting and considering
suggestions from other group members and by identifying points of agreement and disagreement.
(25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the
purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral
presentation that (A) compiles important information from multiple sources.
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Other Required Standards
to be taught and assessed:
(i.e. CCRS, Graduate
Expectations, Local
Objectives, etc.)
Authentic Learning
Elements to be integrated:
Check all that are targeted
in this unit.
Provide authentic context that
reflects the way the knowledge will
be used in real-life
X
Provide multiple roles and
perspectives
Provide authentic activities
X
Support collaborative construction of
knowledge
X
Provide coaching and scaffolding
Promote reflection
X
Provide for authentic assessment of
learning within the tasks
Provide access to expert
performances and the modeling of
processes
21st Century Skills/NETS
to be taught and assessed:
Assessments
X
X
Information, Media, or ICT Literacy (NETS 3)
X
Communication and Collaboration (NETS 2)
X
Life and Career Skills
X
Critical Thinking/Problem Solving (NETS 4)
X
Digital Citizenship, Technology Operations and
Concepts (NETS 5and 6)
X
(STAGE 2)
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Hook introducing the event
Students will read Number the Stars, a Holocaust novel, after learning background knowledge about WWII and the effects of the war on
the US and Europe. During the prior knowledge stage, students will also learn how symbolism is reflected in the Star of David, swastika,
butterfly, etc.
Summative
Assessments:
Major Products
and/or
Performances
Formative
Assessments
(During Learning)
Region 10 ESC
X
Creativity and Innovation (NETS 1)
A S S E S S M E N T
Entry Event to
launch inquiry,
engage students:
Promote articulation
Students will create and design a memorial or monument, decide where it should be located, and then present
their project with a dedication speech, explaining the meaning behind the memorial/monument and the
significance of the honoree(s). During their presentations, students should draw on emotions of viewers and
visitors of their “public spaces,” emphasizing a realization of how these structures will be used to memorialize.
Grades were taken throughout the reading of the novel, throughout the group collaboration, notes and research,
and the reflection piece.
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Resources Needed Materials:
1. Slides and information on current monuments and memorials.
2. Biographies of children of the Holocaust from the National Holocaust Museum (free teacher resource) to use
for backpack monument activity in which students will then create a design of their choice and may use any
desired materials from their backpacks.
3. Paper Clips Documentary (2010)--optional
Resources:
Reflection
Methods
1. Power Point for teacher-led examples
2. Internet access for student-led research
(Individual, Group, Students will use a set of guiding questions to reflect on their experiences gained throughout this project and the
and/or Whole Class) relevancy of this project to their real-life experiences. In addition students who worked with a partner on their
project will evaluate their collaboration.
L E A R N I N G
E X P E R I E N C E S ( S T A G E 3 )
1. During the prior knowledge phase, students will learn about WWI, the Roaring 20s, the Great Depression, and WWII, in addition to focusing on the power of
symbolism projected through the swastika, Star of David, cross, etc. The symbolism of butterflies will be introduced during the focus on WWII, reading “I Never
Saw Another Butterfly,” and other poems from Terezin camp. Students will create butterflies, to display, that show personal choice of design, importance, and
reflection in relation to the Holocaust. Over a period of one week, students will fold origami butterflies—11 per student—to add to the display. Each butterfly
will represent 1,100 children that died in the Holocaust. All the butterflies will then be put together to make a butterfly tree display in the hall so students can
see the multitude of the number children lost. (Refer to picture example)
2. Students will read and analyze Number the Stars by Lois Lowry. (There are several novel units available on this novel, depending on teacher preference.)
3. After finishing the novel, as an introduction to memorials, students will view the documentary Paperclips (2010). This documentary is about a middle school
in Tennessee that started a community Holocaust project and then created a railcar memorial at their school to house artifacts and paperclips collected
throughout the project. The school then prepared a dedication ceremony involving Jewish survivors and Jewish school students.
(This part of the project is strictly optional. Some of my students really enjoyed this, and others did not.)
THIS FIRST PART OF THE PROJECT TOOK FOUR WEEKS.
4. To begin the next phase of the project, show the students several examples of monuments/memorials in the US and explain extraordinary things that went
into the designs that add to the significance and importance. For example, the Statue of Liberty has 7 spikes on her crown for the 7 continents; the columns
around the Lincoln Memorial equal the number of states that were in the Union at the time of his presidency; at the Iwo Jima Memorial, there are 6 soldiers
holding a flag, yet there are 13 hands on the flag pole….the 13th hand was added by the sculptor to show that the hand of God was with them.
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5. Students will then be put into groups of 4 and each given a short biography of a child of the Holocaust (obtained from the US Holocaust Museum – free
teacher resource). The students must read about their person silently, and then they will share what they read/ learned about their individual with their group
members. After the entire group has shared what they read, each group will be given 20 minutes to build a memorial, only using items located in their
backpacks, to honor and commemorate the Holocaust victims (it will get very interesting!). After 20 minutes, all groups will present their memorials and
biographies to the class.
6. Give students 1-2 days to do some individual research on the direction they choose to study the Holocaust, whether it is regarding children, survivors,
resistance, fighters, etc. Direct students to look for things that they can use to show emotional pull and significance in their research. (I allowed them to record
their findings however worked best for them – One Note, index cards, student notebook, etc.)
7. For the memorial/monument creation of the project, students may choose to work individually or with a partner. They must decide on the type of product and
design, with emotional pull and significance in mind, as well as deciding who/what will be honored through their project. Remind students that their goal is to
show that their monument is a critical element of collective memory for society. In their groups, students will want to think about the following questions:
1.
2.
3.
4.
What qualities do you want to emphasize in your monument? What message are you trying to send?
What will your monument or memorial look like? How big will it be? What colors, materials, textures, and shapes will you use?
Where will your monument be placed? How do you expect visitors to interact with it?
(Optional) Will you include a visitor’s center, picnic space, a park, or other amenities to make the space educational or functional in some other way, or
will the monument stand alone?
8. Refer to the Overview of the Project to introduce project goal to students, pass out rubrics and criteria, and then allow the students to brainstorm ideas for
their projects and presentations. I emphasized for the students to try to use as many materials from home instead of purchasing supplies. For example, use
toilet paper or paper towel rolls for columns, shoe boxes for the base, etc. Explain to the students that they will be creating this project (at school only – I even
provided two afternoons after school for additional time) and will be presenting these structures, along with a short dedication speech.
I GAVE STUDENTS ONE WEEK TO COMPLETE THE CONSTRUCTION OF THE MONUMENT/MEMORIAL.
9. After the structures are constructed, you will need to spend two-three days allowing students to work on their dedication speeches and presentations.
During this time, students will write out their speeches and finalize information to give during their presentations. (Refer back to the Overview handout, where it
lists the attributes of a tribute/dedication speech).
10. On the day of the presentation, students may use index cards to refer to for important aspect of their memorial/monument, but emphasize eye contact,
poise, and confidence and voice level. Remind students that they are the teacher during those few minutes in which they are teaching the audience what they
learned about the Holocaust, through research, and how it inspired the design and emotional significance for the audience. Students will be graded on their
presentation using the Presentation Rubric. Using the Notes Rubric, students will be evaluated on the notes they collected during their research and what
was used for the presentation. After each presentation, I led a brief discussion about how the student’s memorial/monuments affected the “visitors” to this
public site.
11. The day after all the presentations are completed, have students complete the Reflection Component of the project in effort to provide teacher and
classmates with valuable feedback.
THIS TOTAL PROJECT TOOK ME SIX WEEKS TO COMPLETE.
Region 10 ESC
ADAPTED FROM BUCK INSTITUTE FOR EDUCATION
Region 10 ESC
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