STIMULATE
INVESTIGATE
FORMULATE
EVALUATE
RESOURCES
THE HOLOCAUST
Look at this picture.
When was this picture taken?
Where was this picture take?
What is happening in this picture?
Why are the people dressed like this?
Mrs. Dials
Burns Middle School
6th grade language arts
During this unit we are going to study about the
children of the Holocaust.
WARNING: The information you are about
to learn can be very disturbing.
Please brace your self for disturbing
information and images. This topic should be
handled with maturity and respect. These
images and information you are about to see
are REAL!!!
"Why We Remember"
What is The Holocaust?
How did this happen?
Why is it important that we study and
remember The Holocaust?
To learn more about genocide today or
how you can prevent it watch this
genocide video.
Research Genocide
You are going to do a research project to explore the atrocities of genocide. Each
student will research two examples of mass genocide and fill in the graphic
organizer.
Genocide Examples include:
Darfur, Rwanda, Cambodia, and Bosnia
Genocide Links for Research
Darfur:
http://worldwithoutgenocide.org/current-conflicts/darfur-genocide
http://www.darfurscores.org/darfur
http://www.unitedhumanrights.org/genocide/genocide-in-sudan.htm
Rwanda:
http://worldwithoutgenocide.org/past-genocides/rwandan-genocide
http://www.unitedhumanrights.org/genocide/genocide_in_rwanda.htm
http://news.bbc.co.uk/2/hi/1288230.stm
Cambodia:
http://worldwithoutgenocide.org/past-genocides/cambodian-genocide
http://www.ppu.org.uk/genocide/g_cambodia.html
http://www.hmh.org/ed_Genocide_Cambodia.shtml
Bosnia:
http://worldwithoutgenocide.org/past-genocides/bosnian-genocide
http://www.hmh.org/la_Genocide_Bosnia.shtml
http://www.historyplace.com/worldhistory/genocide/bosnia.htm
Formulate
After you complete the research you will write a
persuasive writing paper convincing the perpetrator
not to have hatred for the group. You will follow the
persuasive writing outline provided in the packet. The
rubric for the paper is located on the next slide.
.
Evaluate
Persuasive Writing:
3
2
I make a claim but don't My claim is buried,
explain why it is
confused and/or unclear.
controversial.
I give reasons in support I give 1 or 2 weak reasons
Reasons in support of I give clear and accurate
reasons
in
support
of
my
of my claim but I may
that don't support my
the claim
claim.
overlook important
claim and/or irrelevant or
reasons.
confusing reasons.
I
discuss
the
reasons
against
I
discuss
the
reasons
I say that there are
Reasons against the
my claim and explain why it against my claim but leave reasons against the claim
claim
is valid anyway.
some reasons out and/or but I don't discuss them.
don't explain why the
claim still stands.
My
writing
has
a
compelling
My writing has a
My writing is organized
Organization
opening, an informative
beginning, middle and
but sometimes gets off
middle and a satisfying
end. It marches along but topic.
conclusion.
doesn't dance.
Criteria
The claim
Voice and tone
Word choice
4
I make a claim and explain
why it is controversial.
It sounds like I care about my My tone is OK but my
argument. I show how I think paper could have been
and feel about it.
written by anyone. I need
to tell more about how I
think and feel.
The words I use are striking I make routine word
but natural, varied and vivid. choices.
Sentence fluency
My sentences are clear,
complete, and of varying
lengths.
I have well-constructed
sentences.
Conventions
I use correct grammar,
spelling, and punctuation.
I generally use correct
conventions. I have a
1
I don't say what my
argument or claim is.
I do not give convincing
reasons in support of my
claim.
I do not acknowledge or
discuss the reasons
against the claim.
My writing is aimless and
disorganized.
My writing is bland or
My writing is too formal or
pretentious. There is
too informal. It sounds
either no hint of a real
like I don't like the topic of
person in it or it sounds
the essay.
like I'm a fake.
The words I use are often I use the same words over
dull or uninspired or
and over and over and
sound like I am trying too over. Some words may be
hard to impress.
confusing to a reader.
My sentences are
Many run-ons, fragments
sometimes awkward,
and awkward phrasings
and/or contain run-ons
make my essay hard to
and fragments.
read.
I have enough errors in my Numerous errors make
essay to distract a reader. my paper hard to read.
Stimulate
We are about to go on a web quest titled, “I Never Saw Another Butterfly”. The title of
the web quest comes from the poem “The Butterfly” it was written by a child in a
concentration camp; her name was Pavel Friedman.
The Butterfly
The last, the very last,
So richly, brightly, dazzlingly yellow.
Perhaps if the sun's tears would sing
against a white stone. . . .
Such, such a yellow
Is carried lightly 'way up high.
It went away I'm sure because it wished to
kiss the world good-bye.
For seven weeks I've lived in here,
Penned up inside this ghetto.
But I have found what I love here.
The dandelions call to me
And the white chestnut branches in the court.
Only I never saw another butterfly.
That butterfly was the last one.
Butterflies don't live in here,
in the ghetto.
- by Pavel Friedman
To continue the lesson on discovering the Holocaust, I am
going to provide each of you with your own Butterfly
Journals . While using these journals, we are going to learn
important information about The Holocaust and the children
that were effected by it.
For this assignment you are going to participate in a web
quest for "I Never Saw Another Butterfly“. There are a few
pages that will require you to go to alternate links. Please
see the next slide for that information.
Instructions to help you during the web quest:
Please click on the following links to answer the questions:
page 4:
You will need to go to the following link to learn the information about
“Emil Lederer”: http://www.sitesofconscience.org/sites/accreditedmembers/terezin-memorial/how-is-it-remembered/emile-lederer
“How Is It Remembered” page go to this link:
http://www.sitesofconscience.org/sites/accredited-members/terezinmemorial/how-is-it-remembered
Then follow this link to answer the question about what you
learned:
http://www.sitesofconscience.org/sites/accredited-members/terezinmemorial/how-is-it-remembered/childrens-art
After investigating The Holocaust through the web quest “I
Never Saw Another Butterfly”, we will create a butterfly for a
child of the Holocaust. Each of you will be assigned to a child
that went through the holocaust. Your assignment will be to
decorate your butterfly to represent the child. The rubric for
your butterfly is located on the next slide of the power point.
Butterfly:
After we finish the butterflies, and present them to the class, we will
display them in our pod. When we complete the unit for The
Holocaust, we will find out the fate of our children. The children
who died in the Holocaust will be removed. This will show you the
reality of how many children were killed during this horrific time.
100
80
70
60
Includes child’s
name as focus of
the butterfly
The child’s name is
not a focus
The child’s name is
not recognizable
The child’s name is
not present
Includes 3 or more
details about the
child
Includes 2 details
about the child
Includes 1 detail
about the child
Includes 0 details
about the child
Includes the age
that the child was
taken, and where
the child was taken
Includes partial
information on the
age or location of
child
Includes only one
detail on age or
location of the
child.
Does not include
information on the
age or location of
the child.
Decoration was
thoughtful and
creative
Decoration showed
effort
Decoration showed
some effort
Decoration did not
show effort
Stimulate
Hana’s Suitcase
 To further study the holocaust we are going
to read the novel “Hana's Suitcase.”
Investigate
Hana’s Suitcase Novel Study
Timelines
 During the novel study of Hana’s Suitcase,
each of you will be provided with a booklet.
The booklet will contain a timeline for Hana
and George and a timeline for Fumiko. You
will be responsible for filling in the timeline as
we read the novel.
Investigate
Reflection Questions for
Hana’s Suitcase
 There will also be reflection questions in a




portion of the booklet. The sections are as
follows:
Hana and George’s Life in Nove Mesto
(before the Nazis came to power)
Hana and George’s Life in Nove Mesto
(after the Nazis came to power)
Hana and George’s Life in Theresienstadt
Fumiko’s search
Formulate
Hana’s Suitcase
Audibiography
 Hana’s Suitcase is like a biography. Make
your biography in a scrap book using pictures
or drawings that tell your story, much like the
photo album George was able to preserve.
Imagine that it will be found a long time in
the future by an archeologist and write the
archeologist’s comments upon finding such a
valuable item! You could add pictures cut out
of catalogues to show what we wear now or
what things we do.
Formulate
Create your own suitcase…
After completing the
novel we will create
our own suitcase. The
suitcase can
represent you, and
the items you would
take if you were
taken away from your
home.
The suitcase can
represent Hana and the
items she chose to take
OR with her.
The rubric for the suitcase is on the next slide
Evaluate
Hana’s Suitcase Project:
 Suitcase Rubric:
100-90
89-80
79-70
69-60
The outside of the
suitcase has three or
more descriptions
about the owner.
The outside of the
suitcase has two
descriptions about the
owner.
The outside of the
suitcase has one
descriptions about the
owner.
The outside of the
suitcase does not have
descriptions about the
owner.
The suitcase contains 5
meaningful artifacts.
The suitcase contains 4
meaningful artifacts.
The suitcase contains 3
meaningful artifacts.
The suitcase contains 2
or less meaningful
artifacts.
It is evident that a
great amount time and
effort was dedicated to
the project.
It is evident that a
good amount of time
and effort was
dedicated to the
project
It is evident that some
time and effort was
dedicated to the
project
It is evident that no
time and effort was
dedicated to the
project
The presentation of
the suitcase was very
organized and well put
together.
The presentation of
the suitcase was
organized and well put
together.
The presentation of
the suitcase was
somewhat organized
and well put together.
The presentation of
the suitcase was not
organized and well put
together.
1. I Never Saw Another Butterfly Web quest:
http://www.hilliardschools.org/sec/webquest/subpages/butterfly/B
utterflywebquest2.htm
2. The Children of the Holocaust Video:
http://www.teachertube.com/viewVideo.php?video_id=106062&titl
e=The_Children_of_The_Holocaust
3. Why we remember the holocaust video:
http://www.ushmm.org/remembrance/dor/video/?content=whywer
emember
4. Genocide video:
http://mediashare.discoveryeducation.com/mediashare/index.cfm
?event=showMedia&guidAssetId=30B62A32-1CC4-4143-6A17E15E19A292B5