The Holocaust
~From Anti-Semitism to Concentration Camps~
MRS. ROGERS’ CLASS
2010-2011 SCHOOL YEAR
SEVENTH GRADE SOCIAL STUDIES
Unit Summary
In this unit, students will experience an initial
exposure to the Holocaust in a hands-on, projectbased format. Students will be guided through
underlying themes, problems, and solutions in order to
summarize the Holocaust and its impact on European
Society and Jewish culture. Students will create
projects that assist with real-world connections to
anti-Semitism, the Final Solution and the Nuremburg
Trials.
Standards
Standard 7-5
The student will
demonstrate an
understanding of the
causes and effects of
world conflicts in the
early twentieth century.
Indicator 7-5.6
Summarize the Holocaust
and its impact on
European society and
Jewish culture, including
Nazi policies to eliminate
the Jews and other
minorities, the “Final
Solution,” and the war
crimes trials at
Nuremberg.
Themes & Technology Standards
National Council for
the Social Studies
 I. Culture
 II. Time, Continuity, and
Change
 IV. Individual
Development and Identity
 VI. Power, authority, and
Governance
 IX. Global Connections
 X. Civic Ideals and
Practices
ISTE
 Creativity and Innovation
 Communication and
Collaboration
 Research and Information
Fluency
 Critical Thinking, Problem
Solving, and Decision
Making
 Digital Citizenship
 Technology Operations and
Concepts
21st Century & Safety Standards
AASL
21st
SC Internet Safety
Standards
Century Skills
 1. Inquire, think critically, and
gain knowledge
 2. Draw conclusions, make
informed decisions, apply
knowledge to new situations,
and create new knowledge
 3. Share knowledge and
participate ethically and
productively as members of
our democratic society
 4. Pursue personal and
aesthetic growth








1-1. Recognize that content uploaded to the web
is accessible to everyone and creates a reflection
of who you are throughout your life.
1-3. Exhibit responsibility, safety and etiquette
when communicating digitally.
2-2. Collaborate safely, responsibly, and
effectively when using wikis, blogs, email, and
emerging technologies.
3-1. Respect the copyright and intellectual
property rights of others.
3-4. Understand the legal, ethical, and privacy
guidelines for emailing and viewing/posting
content.
3-5. Recognize the responsibility, legal
consequences, and emotional effects of
cyberbullying.
4-5. Avoid sharing personal logins and
passwords.
4-7. Identify the appropriate use and safety
precautions when participating in online
activities.
Objectives
At the conclusion of the unit, each student will
be able to:
*Summarize the major events of the Holocaust*
*Describe the purpose of concentration camps*
*Explain the purpose and result of the Nuremburg trials*
*Explain how the Holocaust impacted European society and
Jewish culture*
Curriculum Framing Questions
How can we develop tolerance from our differences?
How did the Holocaust/Final Solution impact European Society?
Why did the Nuremburg Trials occur?
How is evidence of the Holocaust present today?
What is anti-Semitism?
What is the Holocaust?
Why did the Holocaust occur?
What is a concentration camp?
Why did Hitler choose concentration camps?
How did the Holocaust end?
What are the Nuremburg trials?
Assessment Timeline
Before
During
After
K-W-L Chart
K-W-L Chart
K-W-L Chart
Post-it note thoughts
Think-pair-share
Self-Assessment
Scenario Journal entry
2-Column Notes
(idea/relevance)
Peer-Assessment
Introduce Movie Rubric
Project Reflection
Review Movie Rubric
Class Discussion
Movie Rubric completion
Picture Movie Storyboard
Video Clips Discussion
Formal Assessment
Informal Observation
Holocaust Picture Book
Discussion
Journal Entry
Journal entry
Blog Reflections
Assessment
Purpose
K-W-L Chart
To assess and document students’ prior knowledge, knowledge expectations, and learning outcomes in
a written format
Sticky notes sorting activity
(before/after)
To assess students’ prior knowledge and learning outcomes in a visual-spatial & kinesthetic format
Journal entries
To assess students’ reflection and thoughts throughout the learning process in regards to prompts
(derived from CFQs)
Essential facts handout
completion
To assess students’ abilities to search and find information, and to provide students a list of factual
information so they can focus on higher order thinking skills
Paper Movie Rubric
ETV Video Clips questions
To provide students an assessment guideline tool for outcomes and expectations
To activate prior knowledge, comprehension skills, and inference skills; spawn class discussion
Holocaust Picture Book
2-Column Notes Chart
Think-pair-share activities
Storyboard Outline
To activate prior knowledge, comprehension skills, and inference skills; spawn class discussion
To assess main idea/big picture comprehension – What is the relevance of events?
For students to assess each other’s thoughts, provide feedback, etc.
To assess students’ thought processes – provide guidance and feedback through teacher conferences
Informal
Observations/Teacher
Conferences
To provide ongoing feedback throughout the Paper Movie creation process
Blog reflections
Self-assessment
To assess student thinking about their own thinking (metacognition)
For students to assess themselves as individuals – work ethic, comprehension, community skills, etc.
Peer-assessment
Project Reflection
For students to assess peers based on work ethic, comprehension, community skills, etc.
For students to evaluate themselves and the content – provides teacher guidance on how the lesson &
project can be improved
Formal assessment
Exposes students to the standardized questioning format with forced-choice answers.
Whole map - highlight
Germany
Pull out Germany – move
in Hitler
(describe continent, country,
location)
(Describe Totalitarian Government
& Hitler’s Rise to power)
Concentration Camps
Life in the Concentration
Camps – The Final Solution
(Explain the rise of CCs – Why?)
Nuremburg Trials
(Accountability)
(Effects of CCs; extermination
methods)
Summary/Recap Slide
(Hitler/Nazis, CCs, Nuremburg
Trials)
Star of David
(Explain the hatred of the Jews
by Hitler & the Nazi Party)
Results of the Final
Solution
(facts/#s)
Effects for Today
(Tolerance, Conflict, Ideology)
http://www.dropbox.com/tour#1
Fran G. Rogers
Technology Coach
School District of Newberry County
frogers@newberry.k12.sc.us
(803) 321-2660 x7
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