Lesson Plan: Wednesday, 3/8 90 minutes

This lesson plan will be the same for both the Monday/Wednesday section and the
Tuesday/Thursday section.

ESSENTIAL QUESTIONS
Holocaust
o How and why did the Holocaust happen?
o How can some people resist injustice and others obey authority?
o How can an individual be upstander?
History and today
o How can the past affect the present?
Primary/Secondary Sources
o What is the purpose of using both primary and secondary sources?
o Why do we need to critically evaluate what we read?
Graphic novel
o How can graphic novels depict historical events?
o How are themes utilized in graphic novels to tell a story?

ENDURING UNDERSTANDINGS
Content/Enduring Understandings:
o Students will learn how and why the Holocaust happened.
Students will understand the Holocaust was not an accident in historyit
occurred because individuals, organizations, and governments made choices
that not only legalized discrimination but also allowed and promoted
prejudice, hatred, and ultimately mass murder to occur.
Students will learn what it means to be an upstander vs. a bystander.
Students will understand silence and indifference to the suffering of
others, or to the infringement of civil rights in any society, can
however, unintentionallyperpetuate the problem.
Students will learn how to become upstanders in their day-to-day lives.
o History and today
Students will come to understand that the past affects the present on
individual, familial, community, national, and global scales.
Skills/Goals/Objectives:
o Students will develop skills in analysis of primary and secondary sources.
o Students will draw explicit connections between graphic novels and history to
understand deep knowledge of the Holocaust and how it affects today.

STANDARDS
N/A

MATERIALS
I will need my lesson plan, the PowerPoint, the excel spreadsheet, butterflies, and my copy
of Maus.
Students will need Chromebooks, the butterflies, art supplies, and a classroom only copy of
Maus.

PROCEDURES

OPENER- 5 minutes
Students will be lined up in 2 quiet lines.
 I will explain that there is no warm up, instead students are to sit and await instruction
so that I can play a video.

BODY OF THE LESSON- 80 minutes

The Butterfly Project- 50 minutes
o I will explain that today we are going to be engaging in the Butterfly Project at
PAS.
o I will play the video which provides background on the project.
o PowerPoint 10 minutes
I will explain the original purpose of the Butterfly Project- its creation
and culmination.
See background slide
I will explain that today we are going to create our own butterflies in
remembrance of 52 children who died during the Holocaust.
Instructions- see slide
o I will explain that I will hang these outside of the classroom to show PAS that we
remember those who lost their lives during the Holocaust.
Maus- 30 minutes
o Once students are finished with their butterfly, they will hand it in.
o Students will then finish Chapter 4 of Maus and begin reading and finish Chapter
5.

CLOSURE- 5 minutes
Homework:
o Graphic novel- due Friday 3/10
I will ask students to pack up. Once they are seated and quiet, I will dismiss them.

ACCOMODATIONS
I have made accommodations for students who learn best through creative assignments
and reading independently.

ASSESSMENT/EVALUATION
To gauge students learning that the Holocaust was not an accident in history, we will
have the Butterfly Project and reading Maus.
To gauge student understanding about what it means to be a bystander, we have the
Butterfly Project and reading Maus.
To gauge student understanding of the idea that history and today are interconnected
on individual, familial, community, national, and global scales, we will have the Butterfly
Project and reading Maus.

PERSONAL REFLECTIONS / NOTES