ÐÏà¡±á>þÿ <>þÿÿÿ;ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿì¥Á` ð¿1bjbjêê ."í€í€1ÿÿÿÿÿÿ¤¤¤¤¤¤¤¤¸¼¼¼¼Ð$¸Ø+2 W+Y+Y+Y+Y+Y+Y+$ -hr/f}+¤ä ä ä }+¤¤ ’+ØØØä F¤ ¤ W+Øä W+ØØþŸ(¸¤¤Ë* ôŸË#Æ¼*(W)W+¨+0Ø+o)\Ø/RpØ/0Ë*Ø/¤Ë*Œ "" Ø: N – }+}+Â Ø+ä ä ä ä ¸¸¸ ¼¸¸¸¼¸¸¸¤¤¤¤¤¤ÿÿÿÿLesson by: Rachelle Schneider, Gregory Browne, David Coffin Grade Level: Middle School Subject: History Time Required: 2 Days Overview and Background: KWL Chart - K(Knowledge)W(Questions)L(Learned) - students write what they know about the Holocaust (Guideline 13) Discuss what they wrote (Guideline 14) Define Holocaust (Guideline 1) Introduce vocabulary (Guideline 5) Students write any questions they have on their KWL chart (Guideline 13) Purpose of Lesson: This lesson will introduce background information on the Holocaust and engage the students through the memoirs of a young Polish Jew, Gerda Weissmann Klein. (Guideline 10 and 13) Goals for Student Understanding: Students will develop an understanding of what life was like for a young Polish Jew. Students will develop an understanding that history is made up of individual stories. . What Students Will Do To Build This Understanding: Students will participate in a discussion on the article From Terror to Tolerance. (Guideline 4, 6, 9, 13) Students will watch the documentary video of Gerda Weissmann Klein experience during the Holocaust, One Survivor Remembers. (Guideline 9 and 11) District/State Standards: Currently there are no state standards for History/Social Studies for Iowa. Resources and Handouts: Background Materials: World Atlas Definition Vocabulary List Lecture Notes Resources and Handouts: Materials Used: KWL Chart Vocabulary List Article from Time magazine – From Terror to Tolerance Documentary video from Teaching Tolerance - One Survivor Remembers Lessons Narrative: Day 1 Students will write what they know about the Holocaust on their KWL Chart. Discuss what they wrote. Teacher defines the Holocaust. Go over the vocabulary list that is found on the back side of the KWL Chart. Discuss the vocabulary terms. Students write any questions that they have about the Holocaust or vocabulary in the W(questions) column of their KWL chart. In a whole group setting students will take turns reading the article From Terror to Tolerance. Discuss the article and write any questions and/or any information that they learned onto their KWL chart. Day 2 (Guideline 14) Individuals review their KWL chart. Highlight keys points discussed on Day 1. Brief introduction to video. Show video. Ask students questions such as: What did you find interesting, disturbing, or confusing? What were you surprised by? How would you feel if this happened to you? What would you have done differently? Does this remind you of anything that is happening in today’s world? Have you faced any type of prejudice? Assessment: Students KWL Chart Discussion Instructions for Students: Assignment 1 – Students will be told when to write on their KWL chart. 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