Lesson Plan: Friday, 3/10 45 minutes

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

ESSENTIAL QUESTIONS
Holocaust
1. Why and how did the Holocaust happen?
2. How can some people resist injustice and others obey authority?
3. How can an individual be upstander?
History and today
1. How can the past affect the present?
Primary/Secondary Sources
1. What is the purpose of using both primary and secondary sources?
2. Why do we need to critically evaluate what we read?
Graphic novel
1. Why might an author choose to use graphic novels over standard text?
2. How are graphic novels different from comics or cartoons?
3. How can graphic novels depict historical events?
4. How are themes utilized in graphic novels to tell a story?

ENDURING UNDERSTANDINGS/GOALS/OBJECTIVES
Content/Enduring Understandings:
o Holocaust
Students will learn why and how 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.
o Graphic novels
Graphic novels allow authors another level of expression compared to
traditional books.
Graphic novels blend text with art to create a new form of literature.
The artwork in a graphic novel is a form of text that conveys additional
information to the reader.
The art in a graphic novel allows a deeper level of expression; this concept is
a valuable tool for the reader to utilize.
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.
o Students will learn how to create their own thematic graphic novels.
STANDARDS
N/A

MATERIALS
I will need my lesson plan, the PowerPoint, and the news clip.
Students will need loose leaf, a pencil or pen, and poster paper.

PROCEDURES

OPENER- 5 minutes
Students will be lined up in 2 quiet lines.
I will explain that there a warm up on the board. Students need to hand in their graphic
novels, but there will be a time later in the class to turn them in. Do not worry about
handing them in right away.

BODY OF THE LESSON- 35 minutes

Warm up 15 minutes
o How do you support a friend through hardship?
o Students will write for 10 minutes.
o I will call on students to share out for 5 minutes.
News clip 5 minutes
o I want to draw attention to what is currently going on in the news, both the US
as a whole and in our local community, just so we are all on the same page.
o People within the Philadelphia community are coming together, as evidenced by
the clip- the Muslim community is coming together to publically support the
Jewish community.
Because of what is happening in the news, I want us to think and talk about how we can
support one another in our PAS community and Philadelphia. 15 minutes
o Think pair share- what does it mean to be an ally? An advocate? An activist?
o Reveal definitions and examples
Ally
Someone who speaks out on behalf of someone else or takes
actions that are supportive of someone else.
Example: Hearing someone use an anti-Semitic slur and reaching
out to that person and telling them you think that was wrong.
Advocate
Someone who publicly supports or recommends a particular
cause or policy.
Example: Writing a letter to your Congressperson to urge
her/him to support legislation about anti-Semitism.
Activist
Someone who gets involved in activities that are meant to
achieve political or social change; this also includes being a
member of an organization which is working on change.
Example: Participating in a demonstration that is focusing on
anti-Semitic hate crimes.
o Class brainstorm-
How can we at PAS be allies, advocates, and activists for our community?
Students will in their small groups be handed a piece of yellow
construction paper to brainstorm.
 I am going to hang these posters around the butterfly project exhibit.
Student share out if there is time.
OR
I will create a master list to then create a poster.
o On their way out of class, students need to drop off their graphic novels in the
bin.

CLOSURE- 5 minutes
Homework:
o Survey on Google Classroom
o Test next Friday- 3/17 on the Holocaust unit
I will create a review sheet of terms that students will need to know and
post on Google Classroom this Monday AM.
Until then, students are to study their notes.
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