Holocaust and Resistance

This lesson plan reflects on the Holocaust from various points of view, particularly from those who resisted Nazi persecution.  Students consult numerous sources about the Holocaust, including visual and audio sources and respond to those sources in various forms of writing. Great cross-curricular lesson about the Holocaust.

Standards & Objectives

Academic standards
CCSS.ELA-Literacy.L.9-10.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to...
CCSS.ELA-Literacy.L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-Literacy.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is...
CCSS.ELA-Literacy.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative...
CCSS.ELA-Literacy.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.9-10.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)...
CCSS.ELA-Literacy.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective...
CCSS.ELA-Literacy.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-Literacy.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience....
CCSS.ELA-Literacy.W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most...
CCSS.ELA-Literacy.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's...
CCSS.ELA-Literacy.W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or...
CCSS.ELA-Literacy.W.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of...
CLE 3001.1.2
Employ a variety of strategies and resources to determine the definition, pronunciation, etymology, spelling, and usage of words and phrases.
CLE 3001.3.1
Write in a variety of modes for different audiences and purposes.
CLE 3001.3.3
Organize ideas into an essay with a thesis statement in the introduction, well constructed paragraphs, a conclusion, and transition sentences that connect...
CLE 3001.3.4
Revise documents to develop or support ideas clearly, address potential objections, ensure effective transitions between paragraphs, and correct errors in lo
CLE 3001.4.1
Define and narrow a problem or research topic.
CLE 3001.4.2
Gather relevant information from a variety of print and electronic sources, as well as from direct observation, interviews, and surveys.
CLE 3001.4.3
Make distinctions about the credibility, reliability, consistency, strengths, and limitations of resources, including information gathered from websites.
CLE 3001.4.4
Write an extended research paper, using primary and secondary sources and technology and graphics, as appropriate.
CLE 3001.4.5
Use a standard format to arrange text, to cite sources correctly, and to document quotations, paraphrases, and other information.
CLE 3001.5.3
Evaluate an argument, considering false premises, logical fallacies, and the quality of evidence presented.
CLE 3001.7.4
Apply and adapt the principles of written composition to create coherent media productions.
CLE 3001.8.5
Know and use appropriate literary terms to derive meaning from various literary genres.
CLE 3002.1.2
Employ a variety of strategies and resources to determine the definition, pronunciation, etymology, spelling, and usage of words and phrases
CLE 3002.3.1
Write in a variety of modes for different audiences and purposes.
CLE 3002.3.3
Organize ideas into an essay with a thesis statement in the introduction, wellconstructed paragraphs, a conclusion, and transition sentences that connect...
CLE 3002.3.4
Revise documents to develop or support ideas clearly, address potential objections, ensure effective transitions between paragraphs, and correct errors in logic.
CLE 3002.4.1
Define and narrow a problem or research topic.
CLE 3002.4.2
Gather relevant information from a variety of print and electronic sources, as well as from direct observation, interviews, and surveys.
CLE 3002.4.3
Make distinctions about the credibility, reliability, consistency, strengths, and limitations of resources, including information gathered from websites.
CLE 3002.4.4
Write an extended research paper, using primary and secondary sources and technology and graphics, as appropriate.
CLE 3002.4.5
Use a standard format to arrange text, to cite sources correctly, and to document quotations, paraphrases, and other information.
CLE 3002.7.2
Examine the agreements and conflicts between the visual (e.g., media images, painting, film, graphic arts) and the verbal.
CLE 3002.8.5
Know and use appropriate literary terms to derive meaning from various literary genres.
SPI 3001.1.12
Use context clues and/or knowledge of roots, affixes, and cognates to determine the meaning of unfamiliar words.
SPI 3001.1.13
Select the appropriate word among frequently confused words (i.e., to/too/two, their/there/theyre, it/its, you/youre, whose/whos, which/that/who, accept/except,...
SPI 3001.3.10
Identify the targeted audience for a selected passage.
SPI 3001.3.14
Select the most precise word to provide clarity appropriate to audience and purpose.
SPI 3001.3.3
Choose the transitional device that appropriately connects sentences or paragraphs within a writing sample.
SPI 3001.3.4
Select a vivid word (e.g., adjective, adverb, verb) to strengthen a written description.
SPI 3001.4.4
Evaluate the validity of Web pages as sources of information.
SPI 3001.4.6
Identify information that must be cited or attributed within a writing sample.
SPI 3002.1.13
Select the appropriate word from among frequently confused words (i.e., to/too/two, their/there/theyre, it/its, you/youre, whose/whos, which/that/who,...
SPI 3002.1.14
Use context clues and/or knowledge of roots, affixes, and cognates to determine the meaning of unfamiliar words.
SPI 3002.3.11
Identify the targeted audience for a selected passage.
SPI 3002.3.15
Select the most precise word to provide clarity appropriate to audience and purpose.
SPI 3002.3.3
Choose the transitional device that appropriately connects sentences or paragraphs within a writing sample.
SPI 3002.3.4
Select a vivid word (e.g., adjective, adverb, verb) to strengthen a written description.
SPI 3002.4.4
Evaluate the validity of Web pages as sources of information.
SPI 3002.4.6
Identify information that must be cited or attributed within a writing sample.
TSS.ELA.9-10.L.KL.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend ...
TSS.ELA.9-10.L.VAU.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings in grades 9-10 reading and content; interpret figures...
TSS.ELA.9-10.RI.CS.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative...
TSS.ELA.9-10.RI.KID.2
Determine a central idea of a text and analyze its development; provide an objective or critical summary.
TSS.ELA.9-10.RL.CS.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the cumulative impact of...
TSS.ELA.9-10.RL.KID.2
Determine a theme or central idea of a text and analyze its development; provide an objective or critical summary.
TSS.ELA.9-10.W.PDW.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
TSS.ELA.9-10.W.PDW.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most...
TSS.ELA.9-10.W.PDW.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's...
TSS.ELA.9-10.W.RBPK.7
Conduct and write short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem by...
TSS.ELA.9-10.W.RBPK.8
Use multiple search terms to generate a variety of print and digital sources; integrate information into the text selectively to maintain the flow of...
TSS.ELA.9-10.W.RW.10
Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.
TSS.ELA.9-10.W.TTP.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence.
TSS.ELA.9-10.W.TTP.2
Write informative/explanatory texts to analyze and convey complex ideas, concepts, and information clearly and accurately through the effective selection...
TSS.ELA.9-10.W.TTP.3
Write narrative fiction or literary nonfiction to convey experiences and/or events using effective techniques, well-chosen details, and well-structured...
 
Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.
 
Learning objectives: 
  • Recount the historical outline of the Holocaust
  • Analyze and discuss the evidence of resistance to the Holocaust preserved in archival documents and in oral traditions
  • Discuss the moral questions and dilemmas inherent in confrontation with and resistance to the Nazi regime
Essential and guiding questions: 
  • What kinds of actions constituted resistance, and what were the components of the decision to implement those actions during the Holocaust?

Lesson Variations

Blooms taxonomy level: 
Understanding
Extension suggestions: 
  • Study of the Holocaust often leads to questions about worldwide reaction to the Nazi program of extermination, especially reaction in the United States. One starting-point for examining this issue can be the EDSITEment-reviewed website, the New Deal Network website, which includes in its archives articles on Hitler's policies that were written prior to the entry of the United States into World War II. To find relevant articles click on Search NDN on the website's homepage and use the keywords anti-semitism, fascism, Germany, Hitler, and Jews.

References

Contributors: